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Liu, S.S., Luo, X. and Shi, Y. (2003). Market oriented organizations in an emerging
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Wackernagel, M. and Rees, W. (1997). Perceptual and structural barriers to investing in
natural capital: Economics from an ecological footprint perspective. Ecological Economics,
20(1), 3-24.
Menu Planning With Fuzzy 0-1 Integer Programming
Kenan Oğuzhan Oruç1, Ibrahim Güngör2, Sezgin Irmak2, Semih Şenol1
1Faculty of Economics and Administrative Sciences
Süleyman Demirel University, Isparta, Turkey
2Alanya Faculty of Business, Akdeniz University, Antalya, Turkey
E-mails: kenanoruc@sdu.edu.tr, igungor@akdeniz.edu.tr,sezgin@akdeniz.edu.tr
semihh_senol@hotmail.com
Abstract
For the sustainability of development, effective usage of sources and the determination of
their optimal usage levels are very important. Healthiness, as one of the main components of
sustainable development, is under influences of many factors one of which is nutrition, and
the number of people who benefit from public nutrition services are increasing every day.
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�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
The growth in the number of people necessitates that an effective menu planning must be
done in order to keep the continuity of sustainable public nutrition systems.
In this study, detailed plans of 20 days’ lunch menu lists are prepared for workers who are at
the age of between 19 to 30 years old. Fuzzy 0-1 integer linear programming technique was
used during the planning process with the consideration of data’s fuzziness. CarlssonKorhenon approach, which is offered for the situations when all parameters are fuzzy in the
model configuration, is applied.
Keywords: Menu Planning, Nutrition, Fuzzy, 0-1 Linear Programming.
Jel Codes: C44, C61, Q01
1.INTRODUCTION
Brundtland Report defines sustainable development as a development understanding which
meets the needs of today’s generations without endangering the meeting ability of future
generations (Çetin, 2006). Sustainable development involves environment, economy, sociodemographic and health elements (Çelik, 2006). Health, as one of the main components of
sustainable development is under the influence of some factors such as nutrition, heredity,
climate and environmental conditions. Among them, nutrition is the primal one (Baysal,
2009).
Public food service system (PFSS) has become an important part of our lives as a result of
recent changes such as technological developments, transition from agricultural society to
industrial society and socio-economic and cultural changes of urban life. PFSS is defined as
the system via which people, who are either at home or working outside of their home, can
meet the food needs just as they wish to have it without going outside from their place. PFSS
institutions are those kinds of establishments that can programme and manage nutritional
needs and problems of specific groups from a single center. Places and institutions in which
people usually exist publicly and eat together are hospitals, schools, universities, nursing
homes, prisons, armies, hotels, offices, restaurants, institutions and factories (Atılan, 2008).
In the past, it was thought that only 10 or 15 percent of the general population benefit from
PFS. According to 2010 census data the rate of working people in Turkey reached up to %
50.5 (TÜİK, 2011). Therefore it can be inferred that the rate of people who benefit from PFS
also increased (Atılan, 2008).
The rapid growth in the world population increases the need for food and inadequacy of
agricultural production rises food prices (Kaypak, 2011). If the rapid growth tendency in
population, food production and consume of resources continue without any change, human
being will reach development limits of the planet in the next century (Kaypak, 2011).
In sustainable development the biggest target is to maximize the benefits and values of
sources for society. It is necessary in terms of exhaustible sources to determine optimal usage
levels of them (Çetin, 2006). With the increasing number of PFS people, an effective menu
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�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
planning should be made in PFSS in the context of providing the continuity of human health
and efficient use of resources.
Menu planning is a complicated process that many factors should be taken into consideration
in planning such as cost, taste, variety, energy, need of nutrient etc. and mathematical models
are used in the planning of the process (Şenol, 2011). It is possible to see many studies on
menu planning in science literature some of which as follows: Anderson and Earle (1983),
Colavita and D’orsi (1990), Soden and Fletcer (1992) Sklan and Dariel (1993) Kılınç (2007),
Ediz and Yağdıran (2009), Şenol (2009), Mamat et al. (2011) and many other scholars.
The data is quite important to perform an accurate mathematical modeling. However, it is not
always possible to reach required exact/precise data for menu planning. Fuzzy modeling is
performed on the bases of fuzzy set theory which is developed by Zadeh (1965) when a given
date is inaccurate or fuzzy.
In this study, sample lunch menu is planned to be served in three or four vessels as
nonoptional menus for moderate activity job workers who are at the age of 19 to 30 years old.
This plan is prepared for the companies that work 5 days a week and the schedule is thought
monthly that means menus are for 20 days. Fuzzy 0-1 integer linear programming method is
used during the planning process of the study and fuzziness were taken into account. In this
model, 1280 decision variables and 752 constraints were used. Carlsson-Korhenon (1986)
approach, which is offered for the situations when all parameters are fuzzy in the model
configuration, is applied. GAMS 22.5 package program was used for all solutions.
2.Fuzzy Linear Programming
Fuzzy linear programming models are constructed by adding the concept of fuzziness to
linear programming models. These models are suggested for the solutions of problematic
models that have fuzziness in their parameters and can be modeled by using linear functions.
Especially it provides an opportunity to express the demands of decision maker flexibly
(Bozdağ and Türe, 2007).
There are many offered fuzzy linear programming models by scholars such as Zimmermann
(1983), Werners (1987), Carlsson-Korhonen (1986). These models change according to their
fuzziness in coefficients of the objective function, all parameters, objective function etc. or
membership function of the fuzzy number.
0-1 integer linear programming model, which its’ all parameters are fuzzy and with a
objective function that is based on minimization, can be expressed as follows:
Objective Function:
n
~
Zmin cjx j
j1
Constraints:
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�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
n
~
~
a ij x j b i
i 1, 2,....,m
x j 0 or 1
j 1, 2,....,n
j1
According to fuzzy set theory each fuzzy number is a cluster. In the fuzzy sets each cluster
members are included to set by taking a degree (µ) ranging from 0 to 1. If the cluster element
takes a degree of 1, it is a full member of cluster, but if it takes a degree of 0, it cannot be a
member of cluster (Abdel Kader and Dugdale, 2001:457). The function of membership can
be defined in many ways depending on the situation of problem. The fuzzy number
which has monotone increasing or decreasing membership function and upper and lower limit
values are known can be defined as (Baykal, 2004):
X~ (x)
x x L x U x L ~x
xU
xL
x
Graphic 1.Monotone Increasing Membership Function
X~ (x)
x
L
x
U
x x U x U x L ~x
x
Graphic 2.Monotone Decreasing Membership Function
(x) values that are calculated according to (µ) refers to the degree of belonging to fuzzy set
( ) of (x).
Carlsson-Korhonen (1986) suggest a linear model, which can be used in the cases when
upper and lower limits of fuzzy numbers are known (namely
,
,
).
The model can be applied to solve for different membership functions of the fuzzy number by
valuing it from the applicable value (namely µ=1) into nonapplicable one (namely µ=0).
For the application of the model, it is needed that membership functions of fuzzy numbers
either should be increasing or decreasing. In the model, membership function of each fuzzy
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�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
number is composed thus it is clarified from fuzziness. According to preferred (µ)
value/values of decision maker, the model is solved.
3.Menu Planning in PFSS
Nutrition is the use of nutrients to protect health and provide maintenance of life. The science
of nutrition deals not only with composition of nutrients (energy and nutrient quantities) but
also age, gender, working conditions etc. (Baysal, 2009). In this study the nutrient amounts
and quantities of required energy list in a lunch is given in table 1 as menu planning which is
prepared for those who are at the age of between 19 to 30 years old and work in medium
activity jobs.
Table 1. Average Amounts of Energy and Some Nutrition List Except Bread in a Lunch
Energy - Nutrition
Elements
Symbols That Are Used For
Parameter In The Study
Values
Energy (kkal)
E
750
Protein (g)
P
22,7
Vitamin A (μg)
A
750
Thiamin (mg)
T
0,38
Vitamin C (mg)
CV
34
Source: Ediz and Yağdıran, 2009, 73.
Non optional menu systems, which do not give permission to choose food, are generally used
in the PFSS that serve working staff. The number of the food menus in the container is
limited from 3 to 4 (Ediz and Yağdıran, 2009, Beyhan and Ciğerim, 1995). A skeleton of
menu is created while creating non optional menus. During this process, food groups are
taken as ground and later on sample food are taken from each group. Here are the main food
groups as follows (Ediz and Yağdıran, 2009, Beyhan and Ciğerim, 1995):
The First Group Meals: Meat food as large and small pieces, meatballs, fish, meat and
vegetable ones, dolma and sarma (Special Turkish meals), food legumes with meat.
The Second Group Meals: Soups, rice dishes, pasta, pastries, olive oil dishes.
The Third Group Meals: Fruits, salads, desserts and others.
In this study, menu plannings are prepared for in total 64 dishes groups, 22 of which are set
as the first group and 18 for second group and 24 for third group. Food names and codes
given for food in the study, values of energy and nutrition of a portion of food, and costs is
given in the table 2. The model is established on basis of the standards below. (Note 1)
Food Costs (Ci): The cost of each meal is determined as portion. However, the term “a
portion” is relative itself when the weight of it and the amount of the content in a portion
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�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
are considered. The amount of water, meat, onion, potato etc. in a given portion to a
worker is not going to be equal with another. In addition to this, prices of materials which
are used in the preparation of a meal can also be relative; moreover it is possible to meet
rotten materials in the meal too. But, it is not precisely possible to take all these variables
into account in the calculation of costs. Thanks to this fact, the costs of portions are
fuzzied from right and left with the percentage of 5. The feasibility of lowering the cost of
a meal gets lower as the cost of meal goes down. In other words, the more the price of
food increases, the more the degree of membership increase. For this reason, it is assumed
as that the fuzzied number has membership function that monotonically increases.
The Number of Meals: In each menu, 3 or 4 kinds of food are served by choosing from
first and second groups one for each and in addition to these one or two from third group.
[1-2-3]
Variety of the Menu: To be able to provide the menu diversity during planned time; each
food should be chosen from first and third groups meals maximum 1 time and minimum 1,
maximum 3 times from second group. [4-5-6] Each food served any day should be given
again 5 days later at the earliest.[7]
Energy and Nutrient Values: Due to the fact that the term of a portion is relative, the
amount of nutrients and energy in a portion will be different. Therefore, the energy and
nutritional values of a portion is fuzzied with 5 percentage from left and right. The
applicability of increasement in the energy and values of nutrient of food decreases as the
values of energy and nutrient increase. In other words, as a meal’s energy and nutrient
value increase, so as the degree of membership decreases. For this reason, the fuzzied
number is assumed to have a membership function that linearly decreasing.
Energy and Nutrient Element Needs: The values in the table 1 are average values and
calculated without bread. But, energy and nutrient element needs change for each staff in
real life according to gender, age, physical characteristics, occupation and so on.
Moreover, because of the fact that the amount of bread that is eaten by each worker is
different, the nutrient element and energy amount that are taken from eaten bread will also
be different. That is why the value of energy and nutrient element needs are fuzzied with 5
percentages from right and left and then used in the model as functional membership that
linearly increases. [8-9-10-11]
Here are some rules to be taken into consideration while creating skeleton of meal groups.
These rules can be listed as follows (Ediz and Yağdıran, 2009):
Meaty vegetable meats should not be served next to the olive oil vegetable meals. [12]
Dolmas (a Turkish food) should not be served next to rice. [13]
Rice based meals should be preferred next to meaty legume meals. [14]
With rice, pasta and pastries, dessert should be served. [15]
Salad should not be served next to olive oil vegetable dishes. [16]
Salad should not be served next to meaty vegetable dishes. [17]
Mutter milk should not be served next to soups. [18]
Dishes include potatoes should not be served together. [19]
Dishes include yoghurt should not be served together. [20]
Dishes include rise should not be served at the same time. [21]
Dishes include carrots should not be served together. [22]
Dishes include beans and squash should not be served together. [23]
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�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Establishment of the Model
Decision Variables:
1
FGij
0
if i. food is served on j. day
1
SGij
0
if i. food is served on j. day
1
TGij
0
if i. food is served on j. day
if i. food is not served on j. day
if i. food is not served on j. day
if i. food is not served on j. day
i 1, 2,...,22
j 1, 2,....,20
i 1, 2,....,18
j 1, 2,....,20
i 1, 2,....,24
j 1, 2,....,20
Objective Function:
20 22 ~
20 18 ~
20 24 ~
Zmin Ci * FGij Ci * SGij Ci * TGij
j1i 1
j1i 1
j1i 1
Constrains:
22
FGij 1
j 1, 2,....,20 …...……….[1]
i 1
18
1 SGij 2
j 1, 2,....,20 ……...…....[2]
i 1
24
TGij 1
j 1, 2,....,20 …...………[3]
i 1
20
FGij 1
i 1, 2,....,22 …...………[4]
j1
20
1 SGij 3
i 1, 2,....,20 ……...…....[5]
j1
20
TGij 1
i 1, 2,....,22 …...………[6]
j1
n 4
TGij 1
n 1,2,....,16
j n
22 ~
i 1, 2,....,22 …...………[7]
18 ~
24 ~
~
Ei * FGij Ei * SGij Ei * TGij 7 5 0
j 1, 2,....,20 …...……….[8]
22 ~
Pi
i 1
j 1, 2,....,20 …………….[9]
i 1
i 1
i 1
18 ~
24 ~
~
* FGij Pi * SGij Pi * TGij 22,7
i 1
i 1
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22 ~
Ti
i 1
18 ~
24 ~
~
* FGij Ti * SGij Ti * TGij 0, 3 8
i 1
i 1
22 ~
18 ~
24 ~
~
CVi * FGij CVi * SGij CVi * TGij 3 4
i 1
i 1
i 1
22
6
i 13
i 1
20
13
i 19
i 12
22
6
18
i 21
i 1
i 14
18
4
i 12
i 1
FGij SGij 1
j 1, 2,....,20 …………..[13]
FGij SGij SGij 1
j 1, 2,....,20 …………...[14]
SGij TGij 1
8
i 1
i 5
22
8
i 13
i 5
j 1, 2,....,20 …………..[11]
j 1, 2,....,20 ….……….[12]
FGij SGij 1
6
j 1, 2,....,20 …….......…[10]
j 1, 2,....,20 …………...[15]
SGij TGij 1
j 1, 2,....,20 …………...[16]
FGij TGij 1
j 1, 2,....,20 …………...[17]
11
SGij TG22 j 1
j 1, 2,....,20 …………...[18]
i 7
6
FGij FG10 j FG12 j FG16 j SG6 j TG8 j 1
j 1, 2,....,20 …………..[19]
FG15 j FG20 j SG5 j SG8 j TG22 j TG23 j 1
j 1, 2,....,20 …………..[20]
i 1
20
3
i 19
i 2
FG 4 j FG 7 j FG11j FGij SG ij SG8 j SG12 j TG1j 1
9
FG3 j FGij SG6 j 1
j 1, 2,..,20 ………...…..[22]
i 7
9
17
21
i 8
i 16
i 20
j 1, 2,..,20 …….[21]
FGij FGij FGij SG4 j 1
j 1, 2,..,20 …………….[23]
The membership function of energy need fuzzy data can be calculated as follows:
E 787,5E~ 712,5(1 E~ ) 712,5 75E~
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�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
The constrains, of which right side constants are fuzzy, are written below as in the form of
membership function. All other fuzzy data and membership functions are given in the table 3.
22 ~
18 ~
24 ~
Ei * FGij Ei * SGij Ei * TGij 712,5 75E~
j 1, 2,....,20 ………..……[8]
22 ~
Pi
i 1
18 ~
24 ~
* FGij Pi * SGij Pi * TGij 21,57 2,27~P
j 1, 2,....,20 …..………....[9]
22 ~
Ti
i 1
18 ~
24 ~
* FGij Ti * SGij Ti * TGij 0,36 0,04T~
j 1, 2,....,20 ..…………..[10]
i 1
i 1
i 1
i 1
i 1
i 1
i 1
22 ~
18 ~
24 ~
~
CVi * FGij CVi * SGij CVi * TGij 32,3 3,4C
V
i 1
i 1
i 1
j 1, 2,....,20 …………..[11]
4.CONCLUSIONS
According to suggested model; menus that are obtained for the 3 different membership
functions (0, 0,5 ve 1) are given at the table 4. Menus that are not possible to apply are shown
in the column of µ=0 and certain applicable menus are shown at the µ=1. 20 days’ menu
costs of each person for these membership degrees are found respectively as 27,34 TL, 28,34
TL and 32,38 TL. In other words, the costs of menus for each person can vary between 27,34
TL - 32,38 TL
As it is clearly seen in this study, menu planning is such a complicated process that many
different elements should be taken into consideration during the period. It is quite hard in a
handmade menu planning to take all necessary conditions into consideration to obtain
minimum costs. Because of this reason, making a menu planning via mathematical models
not only helps to save time but also helps to eliminate possible mistakes. Additionally
regarding the fuzziness of the data gains a flexibility for models.
REFERENCES
Abdel Kader, M.G. and Dugdale, D. (2001) Evaluating Investment in Advanced
Manufacturing Technology: A Fuzzy Set Theory Approach, British Accounting Review, 33,
455-489.
Anderson, A.M. and, Earle, M.D. (1983) Diet Planning in the Third World by Linear and
Goal Programming, Journal of Reseach Society, 34, 9-16.
Atılan, M. (2007) Adana’da Toplu Beslenme Yapılan Bazı Kurumların Menülerinin
Değerlendirilmesi ve Tüketici Görüşlerinin Belirlenmesi, Master’s Thesis, Adana.
Baykal, N. and BEYAN, T. (2004) Bulanık Mantık İlke ve Temelleri, Bıçaklar Publishing,
No: 9, Ankara.
Baysal, A. (2006) Beslenme, Hatipoğlu Publishing, 12. Ed., Ankara.
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�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Beyhan, Y., and Ciğerim, N. (1995) Toplu Beslenme Sistemlerinde Menü Yönetimi ve
Denetimi, Kök Publishing, Ankara.
Bozdağ, N. and Türe, H. (2007) Bulanık Doğrusal Programlama ve İMKB Üzerine Bir
Uygulama, 8. Congress of Econometrics and Statistics, Malatya, Turkey.
Colavita, C. and D’orsi, R. (1990) Linear Programming and Pediatric Dietetics, British
Journal of Nutrition, 64, 307-317.
Carlsson, C. Korhonen, P. (1986) A Parametric Approach to Fuzzy Linear Programming,
Fuzzy Sets and Systems, 20, 17-30.
Çetin, M. (2006) Teori ve Uygulamada Bölgesel Sürdürülebilir Kalkınma, Cumhuriyet
University Journal of Economics and Administrative Sciences, 7 (1), 1-20.
Çelik, Y. (2006) Sürdürülebilir Kalkınma Kavramı ve Sağlık, Hacettepe Journal of Health
Administration, 9 (1), 19-37.
Kaypak, Ş. (2011) Küreselleşme Sürecinde Sürdürülebilir Bir Kalkınma İçin Sürdürülebilir
Bir Çevre, KMU Journal of Social and Economic Research, 13 (20), 19-33.
Ediz, A. and Yağdıran, Y. (2009) Hedef Programlama Tekniği ile Menü Planlaması, Gazi
Üniversitesi The Journal of Faculty of Economics and Administrative Sciences, 11
(1), 45-74.
Mamat, M., Rokhayati, Y., Noor, M. M. and Mohd İ. (2011) Optimizing Human Diet
Problem with Fuzzy Price Using Fuzzy Linear Programming Approach, Pakistan
Journal of Nutrition, 10 (6), 594-598.
Şenol, S. (2011) Menü Planlama Sorununa Karma Tamsayılı Programlama Modeli İle
Çözüm Önerisi, Master’s Thesis, Isparta.
Sklan, D. and Dariel, I. (1993) Diet Planning for Humans Using Mixed-Integer Linear
Programming, British Journal of Nutrition, 70, 27-35.
Soden, P.M. and Fletcer, L.R. (1992) Modifying Diets to Satisfy Nutritional Requirements
Using Linear Programming, British Journal of Nutrition, 68, 565-572.
Kılınç, E. (2007) Diyet Problemlerinin Optimizasyonu ve Bir Uygulama, Master’s Thesis,
Isparta.
TÜİK, (2011) Newsletter, http://www.tuik.gov.tr/PreHaberBultenleri.do?id=8570.
Werners, B. (1987) An Interactive Fuzzy Programming System, Fuzzy Sets and Systems, 23,
131-147.
Zadeh, L.A. (1965) Fuzzy Sets, Information and Control, 8, 338-353.
Zimmermann, H.J. (1983) Fuzzy Mathematical Programming, Computers and Operations
Research, 10 (4), 291-298
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Note 1: Numbers that are in the square brackets indicate constraint numbers in model.
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Table 2. The Information of the Meals
Total Energy and Nutrient Values
of a Portion Meals
With Meat
Vegetable Dishes
The First Group Meals
Meat Dishes
Meal
Kods
The Name of Meals
The Cost of
Energy Protein Thiamin Vitamin The Meals
(kcal)
(gr)
(mg)
C (mg)
(TL)
Ei
Pi
Ti
Ni
FG1
Cold Cuts
339
19,6
0,1
12,4
1,227
FG2
Roast Meat
348
18,4
0,1
12,3
1,191
FG3
Boiled Veal
369,4
36,6
0,1
8,8
1,209
FG4
Kadınbudu Meatballs
417
16,2
0,2
15,2
0,985
FG5
Oven Meatballs
309
15,4
0,2
15,2
0,905
FG6
İzmir Meatballs
343
14,6
0,2
14,1
0,877
FG7
Rosted Lamb
416,6
43
0,2
0,3
1,708
FG8
Schnitzel Chicken
534,2
54,7
0,3
18,1
1,047
FG9
Grilled Chicken
337,6
47,8
0,2
18,4
0,978
FG10
Boiled Chicken
259
26,2
0,2
14,6
0,646
FG11
Chicken with soy sauce
315,1
39,9
0,1
0,1
0,795
FG12
Whitefish
489,6
52,3
0,3
33
0,916
FG13
Cabbage stew
190
10,3
0,1
65,8
0,662
FG14
Cauliflower
187
11,3
0,2
121,3
0,799
FG15
Spinach and rice with
minced meat
276
15,6
0,2
77,8
0,853
FG16
Mixed vegetable pot
221
10,1
0,1
31,7
0,700
FG17
Green beans with meat
222
11,1
0,2
41,3
0,774
FG18
Stuffed Eggplant
270
9,6
0,1
22,8
0,845
FG19
Rice and minced meat
stuffed bell peppers
226
11,2
0,1
84,2
0,908
FG20
Stuffed courgettes
247
11,1
0,1
21,7
0,862
FG21
Dry bean with meat
336
19,1
0,3
3,3
0,518
17
�With Olive Oil
The Second Group Meals
3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
FG22
Chick peas with meat
350
17,4
0,3
2,3
0,516
SG1
Imambayıldı
194
2,1
0,1
18,3
0,293
SG2
Stuffed green peppers
with olive oil
265
4,6
0,1
88,8
0,444
SG3
Stuffed grape leaves with
olive oil
268
4,7
0,1
42,1
0,327
SG4
Green runner beans
177
3,5
0,1
38
0,267
SG5
Horse bean with olive oil
266
11,3
0,5
46,5
0,362
SG6 Kidney bean with olive oil
328
13,3
0,2
10
0,274
Table 2. The Information of the Meals (Cont.)
Total Energy and Nutrient Values of
a Portion Meals
The
Thir
d
Gro
up
Dess
Meal
erts
s
Pies
Pilafs and Pastas
Soaps
Meal
Kods
The Cost of
The Name of Meals Energy Protein Thiamin Vitamin The Meals
(kcal)
(gr)
(mg)
C (mg)
(TL)
Ei
Pi
Ti
Ni
SG7
Tomato
161
3,4
0,1
1,3
0,094
SG8
Yoghurt
115
3,3
0,1
0,3
0,092
SG9
Lentil
183
7,9
0,2
2,2
0,063
SG10
Noodle
115
1,8
0
0,3
0,066
SG11
Flour
184
2,8
0,1
0
0,043
SG12
Rice Pilaf
336
4,7
0,1
0
0,129
SG13
Bulgur Pilaf
291
6,5
0,2
10,5
0,068
SG14
Macaroni timbale
505
19,4
0,2
0,4
0,433
SG15
Macaroni with cheese
354
10,7
0,1
0
0,208
SG16
Rolled pastry
421
15
0,3
3,3
0,610
SG17
Water heurek
293,1
9,4
0,1
6,7
0,237
SG18
Spinach Pie
368,5
11,1
0,1
22,4
0,326
TG1
Rice Pudding
347
8,4
0,1
2,2
0,372
18
�Others
Fruits
Salads
3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
TG2
Syrup-soaked pastry
512,3
4,3
0
0,2
0,218
TG3
Sekerpare
482,6
5
0
0,2
0,215
TG4
Revani
367,6
4,8
0
0,2
0,208
TG5
Mixed Salad
123
1,3
0,1
28,8
0,278
TG6
Curly Salad
84
0,9
0,1
10,6
0,241
TG7
Shepherd Salad
113
1,8
0,1
52,2
0,301
TG8
Potato Salad
184,9
3,8
0,2
63,5
0,261
TG9
Apple
101
0,5
0
10
0,281
TG10
Apricot
72
0,9
0
11
0,270
TG11
Banana
153,3
1,8
0
13,8
0,529
TG12
Cherry
63
1,6
0
14
0,413
TG13
Grape
108
0,9
0,1
4
0,300
TG14
Melon
77
1,4
0,1
80
0,233
TG15
Watermelon
73
1,3
0,1
15
0,175
TG16
Orange
69
1,1
0,1
83
0,186
TG17
Mandarin
70
1
0,1
46
0,238
TG18
Pearch
83
1,1
0
39
0,247
TG19
Pears
113
0,5
0
10
0,248
TG20
Strawberry
57
1,1
0
100
0,180
TG21
Plum
59
0,7
0
9
0,188
TG22
Buttermilk
45
2,6
0
0
0,250
TG23
Yogurt
194
10,56
0,2
3
0,330
TG24
Pickle
10
0,6
0
0,7
0,480
Source: Şenol 2011, 74-125.
19
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Table 3. Fuzzy Data and Membership Functions
M.
Kods
Energy (kcal)
EL
EU
M.Ship Funct.
Protein (gr)
PL
PU
M.Ship Funct.
Thiamin (mg)
TL
TU
M.Ship Funct.
Vitamin C (mg)
CVL
CVU
The Cost of The Meals
M.Ship Funct. CL
CU M.Ship Funct.
FG1
322,05 355,95
355,95-33,9µ 18,62 20,58
20,58-1,96µ
0,10
0,11
0,11-0,01µ
11,78
13,02
13,02-1,24µ 1,17 1,29
1,17+0,12µ
FG2
330,60 365,40
365,4-34,8µ 17,48 19,32
19,32-1,84µ
0,10
0,11
0,11-0,01µ
11,69
12,92
12,915-1,23µ 1,13 1,25
1,13+0,12µ
FG3
350,93 387,87 387,87-36,94µ 34,77 38,43
38,43-3,66µ
0,10
0,11
0,11-0,01µ
8,36
9,24
9,24-0,88µ 1,15 1,27
1,15+0,12µ
FG4
396,15 437,85
437,85-41,7µ 15,39 17,01
17,01-1,62µ
0,19
0,21
0,21-0,02µ
14,44
15,96
15,96-1,52µ 0,94 1,03
0,94+0,1µ
FG5
293,55 324,45
324,45-30,9µ 14,63 16,17
16,17-1,54µ
0,19
0,21
0,21-0,02µ
14,44
15,96
15,96-1,52µ 0,86 0,95
0,86+0,09µ
FG6
325,85 360,15
360,15-34,3µ 13,87 15,33
15,33-1,46µ
0,19
0,21
0,21-0,02µ
13,40
14,81
14,81-1,41µ 0,83 0,92
0,83+0,09µ
FG7
395,77 437,43 437,43-41,66µ 40,85 45,15
45,15-4,3µ
0,19
0,21
0,21-0,02µ
0,29
0,32
0,312-0,03µ 1,62 1,79
1,62+0,17µ
FG8
507,49 560,91 560,91-53,42µ 51,97 57,44
57,44-5,47µ
0,29
0,32
0,32-0,03µ
17,20
19,01
19,06-1,81µ 0,99
1,1
0,99+0,1µ
FG9
320,72 354,48 354,48-33,76µ 45,41 50,19
50,19-4,78µ
0,19
0,21
0,21-0,02µ
17,48
19,32
19,32-1,84µ 0,93 1,03
0,93+0,1µ
FG10
246,05 271,95
271,95-25,9µ 24,89 27,51
27,51-2,62µ
0,19
0,21
0,21-0,02µ
13,87
15,33
15,33-1,46µ 0,61 0,68
0,61+0,06µ
FG11
299,35 330,86 330,86-31,51µ 37,91 41,90
41,9-3,99µ
0,10
0,11
0,105-0,01µ
0,10
0,11
0,11-0,01µ 0,76 0,83
0,76+0,08µ
FG12
465,12 514,08 514,08-48,96µ 49,69 54,92
54,92-5,23µ
0,29
0,32
0,32-0,03µ
31,35
34,65
34,65-3,3µ 0,87 0,96
0,87+0,09µ
FG13
180,50 199,50
9,79 10,82
10,82-1,03µ
0,10
0,11
0,11-0,01µ
62,51
69,09
0,7
0,63+0,07µ
FG14
177,65 196,35
196,35-18,7µ 10,74 11,87
11,87-1,13µ
0,19
0,21
0,21-0,02µ 115,24 127,37 127,37-12,13µ 0,76 0,84
0,76+0,08µ
FG15
262,20 289,80
289,8-27,6µ 14,82 16,38
16,38-1,56µ
0,19
0,21
0,21-0,02µ
0,81+0,09µ
199,5-19µ
20
73,91
81,69
69,09-6,58µ 0,63
81,69-7,78µ 0,81
0,9
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
9,60 10,61
10,61-1,01µ
0,10
0,11
0,11-0,01µ
30,12
33,29
33,29-3,17µ 0,67 0,74
0,67+0,07µ
233,1-22,2µ 10,55 11,66
11,66-1,11µ
0,19
0,21
0,21-0,02µ
39,24
43,37
43,37-4,13µ 0,74 0,81
0,74+0,08µ
9,12 10,08
10,08-0,96µ
0,10
0,11
0,11-0,01µ
21,66
23,94
23,94-2,28µ
0,8 0,89
0,8+0,08µ
214,70 237,30
237,3-22,6µ 10,64 11,76
11,76-1,12µ
0,10
0,11
0,11-0,01µ
79,99
88,41
88,41-8,42µ 0,86 0,95
0,86+0,09µ
FG20
234,65 259,35
259,35-24,7µ 10,55 11,66
11,655-1,11µ
0,10
0,11
0,11-0,01µ
20,62
22,79
22,79-2,17µ 0,82 0,91
0,82+0,09µ
FG21
319,20 352,80
352,8-33,6µ 18,15 20,06
20,06-1,91µ
0,29
0,32
0,32-0,03µ
3,14
3,47
3,47-0,33µ 0,49 0,54
0,49+0,05µ
FG22
332,50 367,50
367,5-35µ 16,53 18,27
18,27-1,74µ
0,29
0,32
0,32-0,03µ
2,19
2,42
2,42-0,23µ 0,49 0,54
0,49+0,05µ
SG1
184,30 203,70
203,7-19,4µ
2,00
2,21
2,205-0,21µ
0,10
0,11
0,11-0,01µ
17,39
19,22
19,22-1,83µ 0,28 0,31
0,28+0,03µ
SG2
251,75 278,25
278,25-26,5µ
4,37
4,83
4,83-0,46µ
0,10
0,11
0,11-0,01µ
84,36
93,24
93,24-8,88µ 0,42 0,47
0,42+0,04µ
SG3
254,60 281,40
281,4-26,8µ
4,47
4,94
4,94-0,47µ
0,10
0,11
0,11-0,01µ
40,00
44,21
44,21-4,21µ 0,31 0,34
0,31+0,03µ
SG4
168,15 185,85
185,85-17,7µ
3,33
3,68
3,68-0,35µ
0,10
0,11
0,11-0,01µ
36,10
39,90
39,9-3,8µ 0,25 0,28
0,25+0,03µ
SG5
252,70 279,30
279,3-26,6µ 10,74 11,87
11,87-1,13µ
0,48
0,53
0,53-0,05µ
44,18
48,83
48,83-4,65µ 0,34 0,38
0,34+0,04µ
SG6
311,60 344,40
344,4-32,8µ 12,64 13,97
13,97-1,33µ
0,19
0,21
0,21-0,02µ
9,50
10,50
10,5-1µ 0,26 0,29
0,26+0,03µ
SG7
152,95 169,05
169,05-16,1µ
3,23
3,57
3,57-0,34µ
0,10
0,11
0,11-0,01µ
1,24
1,37
1,37-0,13µ 0,09
0,1
0,09+0,01µ
SG8
109,25 120,75
120,75-11,5µ
3,14
3,47
3,47-0,33µ
0,10
0,11
0,11-0,01µ
0,29
0,32
0,32-0,03µ 0,09
0,1
0,09+0,01µ
SG9
173,85 192,15
192,15-18,3µ
7,51
8,30
8,3-0,79µ
0,19
0,21
0,21-0,02µ
2,09
2,31
2,31-0,22µ 0,06 0,07
0,06+0,01µ
SG10
109,25 120,75
120,75-11,5µ
1,71
1,89
1,89-0,18µ
0
0
0
0,29
0,32
0,32-0,03µ 0,06 0,07
0,06+0,01µ
FG16
209,95 232,05
FG17
210,90 233,10
FG18
256,50 283,50
FG19
232,05-22,1µ
283,5-27µ
21
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Table 3. Fuzzy Data and Membership Functions (Cont.)
M.
Kods
Energy (kcal)
EL
EU
M.Ship Funct.
Protein (gr)
PL
PU
M.Ship Funct.
Thiamin (mg)
TL
TU
Vitamin C (mg)
M.Ship Funct.
CVL
CVU
The Cost of The Meals
M.Ship Funct. CL
CU M.Ship Funct.
SG11
174,80 193,20
193,2-18,4µ
2,66
2,94
2,94-0,28µ
0,10
0,11
0,11-0,01µ
0
0
0 0,04 0,05
0,04+0µ
SG12
319,20 352,80
352,8-33,6µ
4,47
4,94
4,94-0,47µ
0,10
0,11
0,11-0,01µ
0
0
0 0,12 0,14
0,12+0,01µ
SG13
276,45 305,55
305,55-29,1µ
6,18
6,83
6,83-0,65µ
0,19
0,21
0,21-0,02µ
9,98
11,03
11,03-1,05µ 0,06 0,07
0,06+0,01µ
SG14
479,75 530,25
530,25-50,5µ 18,43 20,37
20,37-1,94µ
0,19
0,21
0,21-0,02µ
0,38
0,42
0,42-0,04µ 0,41 0,45
0,41+0,04µ
SG15
336,30 371,70
371,7-35,4µ 10,17 11,24
11,24-1,07µ
0,10
0,11
0,11-0,01µ
0
0
SG16
399,95 442,05
442,05-42,1µ 14,25 15,75
15,75-1,5µ
0,29
0,32
0,32-0,03µ
3,14
SG17
278,45 307,76 307,76-29,31µ
9,87
9,87-0,94µ
0,10
0,11
0,11-0,01µ
SG18
350,08 386,93 386,93-36,85µ 10,55 11,66
11,66-1,11µ
0,10
0,11
TG1
329,65 364,35
364,35-34,7µ
7,98
8,82
8,82-0,84µ
0,10
TG2
486,69 537,92 537,92-51,23µ
4,09
4,52
4,52-0,43µ
TG3
458,47 506,73 506,73-48,26µ
4,75
5,25
TG4
349,22 385,98 385,98-36,76µ
4,56
TG5
116,85 129,15
129,15-12,3µ
88,20
107,35 118,65
TG6
TG7
79,80
0,2 0,22
0,2+0,02µ
3,47
3,47-0,33µ 0,58 0,64
0,58+0,06µ
6,37
7,04
7,04-0,67µ 0,23 0,25
0,23+0,02µ
0,11-0,01µ
21,28
23,52
23,52-2,24µ 0,31 0,34
0,31+0,03µ
0,11
0,11-0,01µ
2,09
2,31
2,31-0,22µ 0,35 0,39
0,35+0,04µ
0
0
0
0,19
0,21
0,21-0,02µ 0,21 0,23
0,21+0,02µ
5,25-0,5µ
0
0
0
0,19
0,21
0,21-0,02µ
0,2 0,23
0,2+0,02µ
5,04
5,04-0,48µ
0
0
0
0,19
0,21
0,21-0,02µ
0,2 0,22
0,2+0,02µ
1,24
1,37
1,365-0,13µ
0,10
0,11
0,11-0,01µ
27,36
30,24
30,24-2,88µ 0,26 0,29
0,26+0,03µ
88,2-8,4µ
0,86
0,95
0,95-0,09µ
0,10
0,11
0,11-0,01µ
10,07
11,13
11,13-1,06µ 0,23 0,25
0,23+0,02µ
118,65-11,3µ
1,71
1,89
1,89-0,18µ
0,10
0,11
0,11-0,01µ
49,59
54,81
54,81-5,22µ 0,29 0,32
0,29+0,03µ
8,93
22
0
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
TG8
3,61
3,99
3,99-0,38µ
0,19
0,21
0,21-0,02µ
60,33
66,68
66,68-6,35µ 0,25 0,27
0,25+0,03µ
106,05-10,1µ
0,48
0,53
0,53-0,05µ
0
0
0
9,5
10,5
10,5-1µ 0,27
0,3
0,27+0,03µ
75,6-7,2µ
0,86
0,95
0,95-0,09µ
0
0
0
10,45
11,55
11,55-1,1µ 0,26 0,28
0,26+0,03µ
145,64 160,97 160,97-15,33µ
1,71
1,89
1,89-0,18µ
0
0
0
13,11
14,49
175,66 194,15 194,15-18,49µ
TG9
95,95 106,05
TG10
68,40
TG11
TG12
TG13
75,60
14,49-1,38µ
0,5 0,56
0,5+0,05µ
66,15
66,15-6,3µ
1,52
1,68
1,68-0,16µ
0
0
0
13,3
14,7
14,7-1,4µ 0,39 0,43
0,39+0,04µ
102,60 113,40
113,4-10,8µ
0,86
0,95
0,95-0,09µ
0,10
0,11
0,11-0,01µ
3,8
4,2
4,2-0,4µ 0,29 0,32
0,29+0,03µ
59,85
TG14
73,15
80,85
80,85-7,7µ
1,33
1,47
1,47-0,14µ 0,095 0,105
0,105-0,01µ
76
84
84-8µ 0,22 0,24
0,22+0,02µ
TG15
69,35
76,65
76,65-7,3µ
1,24
1,37
1,37-0,13µ 0,095 0,105
0,105-0,01µ
14,25
15,75
15,75-1,5µ 0,17 0,18
0,17+0,02µ
TG16
65,55
72,45
72,45-6,9µ
1,05
1,16
1,16-0,11µ 0,095 0,105
0,105-0,01µ
78,85
87,15
87,15-8,3µ 0,18
0,2
0,18+0,02µ
TG17
66,50
73,50
73,5-7µ
0,95
1,05
1,05-0,1µ 0,095 0,105
0,105-0,01µ
43,7
48,3
48,3-4,6µ 0,23 0,25
0,23+0,02µ
TG18
78,85
87,15
87,15-8,3µ
1,05
1,16
1,16-0,11µ
0
0
0-0µ
37,05
40,95
40,95-3,9µ 0,23 0,26
0,23+0,02µ
107,35 118,65
118,65-11,3µ
0,48
0,53
0,53-0,05µ
0
0
0-0µ
9,5
10,5
10,5-1µ 0,24 0,26
0,24+0,02µ
105-10µ 0,17 0,19
0,17+0,02µ
TG19
TG20
54,15
59,85
59,85-5,7µ
1,05
1,16
1,16-0,11µ
0
0
0-0µ
95
105
TG21
56,05
61,95
61,95-5,9µ
0,67
0,74
0,74-0,07µ
0
0
0-0µ
8,55
9,45
TG22
42,75
47,25
47,25-4,5µ
2,47
2,73
2,73-0,26µ
0
0
0-0µ
0
203,7-19,4µ 10,03 11,09
11,09-1,06µ
0,19
0,21
0,21-0,02µ
0,63-0,06µ
0
0
0-0µ
TG23
TG24
184,30 203,70
9,50
10,50
10,5-1µ
0,57
0,63
23
0,2
0,18+0,02µ
0
0 0,24 0,26
0,24+0,03µ
2,85
3,15
3,15-0,3µ 0,31 0,35
0,31+0,03µ
0,67
0,74
9,45-0,9µ 0,18
0,74-0,07µ 0,46
0,5
0,46+0,05µ
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Table 4. Menus According to Membership Degrees
Day
µ=0
µ=0.5
µ=1
Yoghurt Soap
Lentil Soap
Roast Meat
Cauliflower
Mixed vegetable pot
Horse bean with olive oil
Macaroni with cheese
Bulgur Pilaf
Sekerpare
Apricot
Plum
Lentil Soap
Flour Soap
Yoghurt Soap
Rosted Lamb
Stuffed courgettes
Stuffed Eggplant
Shepherd Salad
Macaroni with cheese
Rolled pastry
Melon
Cherry
Flour Soap
Noodle Soap
Rosted Lamb
Boiled Chicken
Cabbage stew
Bulgur Pilaf
Stuffed grape leaves with
olive oil
Rolled pastry
Potato Salad
Grape
Apricot
Roast Meat
Schnitzel Chicken
Lentil Soap
Horse bean with olive oil
Stuffed green peppers with
olive oil
Dry bean with meat
Revani
Grape
Rice Pilaf
1
2
3
4
Strawberry
5
Soya Soslu Tavuk (Rice
Pilaf G.)
Yoghurt Soap
Soya Soslu Tavuk (Rice
Pilaf G.)
Kidney bean with olive oil
Stuffed Eggplant
Kidney bean with olive oil
Melon
Spinach Pie
Tomato Soap
Mandarin
Orange
Grilled Chicken
Kadınbudu Meatballs
Rice Pilaf
Stuffed grape leaves with
olive oil
Yoghurt Soap
6
Mixed vegetable pot
24
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Macaroni timbale
Potato Salad
Apple
Flour Soap
Melon
Lentil Soap
Flour Soap
İzmir Meatballs
Cabbage stew
Cauliflower
Green runner beans
Rice Pilaf
Water heurek
Noodle Soap
Plum
Pears
Yogurt
Flour Soap
Lentil Soap
Yoghurt Soap
Green runner beans
İmambayıldı
Boiled Veal
Oven Meatballs
Roast Meat
Bulgur Pilaf
Sekerpare
Watermelon
Mixed Salad
Dry bean with meat
Noodle Soap
Lentil Soap
Bulgur Pilaf
Stuffed grape leaves with
olive oil
Cabbage stew
Sekerpare
Boiled Chicken
Rolled pastry
Yoğurt
Plum
Whitefish
Kadınbudu Meatballs
Tomato Soap
Spinach Pie
Maccaroni with cheese
Spinach and rice with
minced meat
Buttermilk
Mixed Salad
Spinach Pie
7
8
9
10
Watermelon
Table 4. Menus According to Membership Degrees (Cont.)
İzmir Meatballs
Boiled Veal
Flour Soap
Water heurek
Horse bean with olive oil
İmambayıldı
Curly Salad
Revani
Grilled Chicken
11
Rice Pudding
12
25
Noodle Soap
Soya Soslu Tavuk (Rice
Pilaf G.)
Noodle Soap
Schnitzel Chicken
Kidney bean with olive oil
Cauliflower
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Potato Salad
13
Bulgur Pilaf
Macaroni timbale
Orange
Grape
Stuffed courgettes
Lentil Soap
Schnitzel Chicken
Rolled pastry
Spinach and rice with
minced meat
Stuffed green peppers with
olive oil
Mandarin
Sekerpare
Mandarin
Kadınbudu Meatballs
Flour Soap
Cold cuts
Bulgur Pilaf
Cold cuts
Horse bean with olive oil
Mixed Salad
Spinach Pie
Revani
14
Curly Salad
Lentil Soap
Whitefish
Tomato Soap
Green beans with meat
Rice Pilaf
Chick peas with meat
Syrup-soaked pastry
Apple
Rice Pilaf
15
Pearch
16
Spinach and rice with
minced meat
Tomato Soap
Lentil Soap
Macaroni timbale
Stuffed grape leaves with
olive oil
Oven Meatballs
Pearch
İzmir Meatballs
Water heurek
Syrup-soaked pastry
Shepherd Salad
Cold cuts
Green beans with meat
Flour Soap
İmambayıldı
Macaroni timbale
Mixed vegetable pot
Yoğurt
Buttermilk
Rolled pastry
17
Apple
18
26
Flour Soap
Noodle Soap
Boiled Chicken
Stuffed green peppers with
olive oil
Dry bean with meat
Green runner beans
�3rd International Symposium on Sustainable Development, May 31 - June 01 2012, Sarajevo
Boiled Veal
Bulgur Pilaf
Bulgur Pilaf
Orange
Strawberry
Pears
Grilled Chicken
Oven Meatballs
Yoghurt Soap
Bulgur Pilaf
Green runner beans
Green beans with meat
Pears
Rice Pudding
Macaroni timbale
19
Apricot
Tomato Soap
Chick peas with meat
Whitefish
Stuffed Eggplant
Rice Pilaf
Maccaroni with cheese
Maccaroni with cheese
Pearch
Curly Salad
20
Watermelon
Awareness-rasing Sustainable Business and Corporate Social Responsibility Among
Small and Medium-sized Enterprises
Huseyin Onlem Ersoz1,Ramazan Kilic2
1Adnan Menderes University, Karacasu Memnune Inci Vocational School, Aydin, Turkey
2Adnan Menderes University, Faculty of Economics and Administrative Sciences, Aydin,
Turkey
E-mails: hoersoz@adu.edu.tr, rkilic@adu.edu.tr
Abstract
Sustainable business and corporate social responsibility (CSR) activities have been raising in
Turkey since 2001 Economic Crisis. Corporate social responsibility (CSR), is an approach
developed with the concept of sustainable development. CSR is a kind of self-regulation
management and organization model. CSR means that a company's business model should
be socially responsible and environmentally sustainable. It refers to responsible corporate
action beyond legal requirements; CSR manifests itself throughout the value chain, in a
company’s treatment of its employees and in its dealings with the relevant stakeholders.
Especially, most large-sized companies in Turkey at least have played some roles on
sustainable development with their projects, activities or reports. Most of them have relations
with the world business environment. That’s why they could find chance and had to use
sustainable strategic management methods to prevent their stakeholders. But many small and
27
�
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Menu Planning With Fuzzy 0-1 Integer Programming
Author
Author
Kenan, Oğuzhan Oruç
Ibrahim, Güngör
Sezgin, Irmak
Semih, Şenol
Abstract
A summary of the resource.
For the sustainability of development, effective usage of sources and the determination of their optimal usage levels are very important. Healthiness, as one of the main components of sustainable development, is under influences of many factors one of which is nutrition, and the number of people who benefit from public nutrition services are increasing every day.The growth in the number of people necessitates that an effective menu planning must be done in order to keep the continuity of sustainable public nutrition systems. In this study, detailed plans of 20 days’ lunch menu lists are prepared for workers who are at the age of between 19 to 30 years old. Fuzzy 0-1 integer linear programming technique was used during the planning process with the consideration of data’s fuzziness. Carlsson- Korhenon approach, which is offered for the situations when all parameters are fuzzy in the model configuration, is applied. Keywords: Menu Planning, Nutrition, Fuzzy, 0-1 Linear Programming.
Date
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2012-05-31
Keywords
Keywords.
Conference or Workshop Item
PeerReviewed
H Social Sciences (General),HB Economic Theory,HF Commerce
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MESNEVİ TARZINDA MANZUM BİR HİKAYE
Nuran ALTUNER
Sakarya Üniversitesi, Sakarya / Türkiye
Anahtar Kelimeler: Mesnevi, Manzum, Dini.
ÖZET
Tanıtılacak eser, Nazif adlı bir müellifin yazmış olduğu altı yapraklık manzum bir
hikâyesidir. Konusu dinidir. Süleymaniye Kütüphanesi, Hacı Mahmut koleksiyonu 3905
numarada yer almaktadır. Nazif adlı müellifin adı yaprak 68b’de yer alan beyitlerden birinde
şöyle geçer. Eyle gufraneNazifimazhar / Dest-i Ahmeddeniçür hem Kevser. Eserin H.1108
tarihinde yazıldığını aşağıdaki beyitten anlıyoruz. Olmadın bin yüz sekiz yedi tam / Bu aruse-i
nazmitdi hıram. İlim âlemine katkı sağlayacağı ümidiyle, öğüt verici mahiyette olan altı
yapraklık dini mesnevinin tamamı transkribe edilip sosyolojik ve psikolojik açıdan tahlil
edilecektir.
�
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2234
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MESNEVİ TARZINDA MANZUM BİR HİKAYE
Author
Author
ALTUNER, Nuran
Abstract
A summary of the resource.
Anahtar Kelimeler: Mesnevi, Manzum, Dini. ÖZET Tanıtılacak eser, Nazif adlı bir müellifin yazmış olduğu altı yapraklık manzum bir hikâyesidir. Konusu dinidir. Süleymaniye Kütüphanesi, Hacı Mahmut koleksiyonu 3905 numarada yer almaktadır. Nazif adlı müellifin adı yaprak 68b’de yer alan beyitlerden birinde şöyle geçer. Eyle gufraneNazifimazhar / Dest-i Ahmeddeniçür hem Kevser. Eserin H.1108 tarihinde yazıldığını aşağıdaki beyitten anlıyoruz. Olmadın bin yüz sekiz yedi tam / Bu aruse-i nazmitdi hıram. İlim âlemine katkı sağlayacağı ümidiyle, öğüt verici mahiyette olan altı yapraklık dini mesnevinin tamamı transkribe edilip sosyolojik ve psikolojik açıdan tahlil edilecektir.
Publisher
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International Burch University
Date
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2013-05-17
Keywords
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Article
PeerReviewed
Identifier
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ISSN 2203-4548
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Metacognitive Regulations in Adult Vocabulary Acquisition
Ahmad Azman Mokhtar & Rafizah Mohd Rawian
Universiti Utara Malaysia / Malaysia
ABSTRACT
This study examines the relationship between metacognitive regulation and the acquisition of passive vocabulary
knowledge among Malaysian adult ESL learners. Metacognitive regulation involves decisions about planning,
monitoring, or/and evaluating the best ways to acquire English vocabulary.
Two entities make up metacognitive regulation in this study namely selective attention such as making notes of
words which seem important, and self-initiation such as reading other English reading materials besides textbooks to
expand one’s vocabulary knowledge. The metacognitive regulation level of the ESL learners is analyzed using the
Vocabulary Learning Questionnaire. Simultaneously, their passive vocabulary knowledge is assessed using the
Vocabulary Levels Test. Passive vocabulary knowledge is usually defined as what one needs to know about a word
in order to use it in reading and listening. 360 university students aged between 18 to 21 years old were involved.
Though metacognitive regulation is not that preferred by the respondents, it positively and significantly correlates
with passive vocabulary knowledge. Further discussion focuses on the significance of metacognitive regulation in
vocabulary acquisition. This paper concludes with a discussion on the pedagogical implications of these results.
�
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1708
Title
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Metacognitive Regulations in Adult Vocabulary Acquisition
Author
Author
AZMAN MOKHTAR, Ahmad
MOHD RAWIAN, Rafizah
Abstract
A summary of the resource.
This study examines the relationship between metacognitive regulation and the acquisition of passive vocabulary knowledge among Malaysian adult ESL learners. Metacognitive regulation involves decisions about planning, monitoring, or/and evaluating the best ways to acquire English vocabulary. Two entities make up metacognitive regulation in this study namely selective attention such as making notes of words which seem important, and self-initiation such as reading other English reading materials besides textbooks to expand one’s vocabulary knowledge. The metacognitive regulation level of the ESL learners is analyzed using the Vocabulary Learning Questionnaire. Simultaneously, their passive vocabulary knowledge is assessed using the Vocabulary Levels Test. Passive vocabulary knowledge is usually defined as what one needs to know about a word in order to use it in reading and listening. 360 university students aged between 18 to 21 years old were involved. Though metacognitive regulation is not that preferred by the respondents, it positively and significantly correlates with passive vocabulary knowledge. Further discussion focuses on the significance of metacognitive regulation in vocabulary acquisition. This paper concludes with a discussion on the pedagogical implications of these results.
Publisher
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IBU Publishing
Date
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2013-05-03
Keywords
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Article
PeerReviewed
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3459
Title
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METAFORIČKI KONCEPT „LJUDSKA BIĆA SU ŽIVOTINJE“ U POEZIJI MUHAMEDA ELEZOVIĆA
Author
Author
Hodžić, Jasmin
Abstract
A summary of the resource.
Ovaj rad ispituje konceptualnu metafgoru „LJUDI SU ŽIVOTINJE“ u poeziji Muhameda Elezovića, ne tako poznatog pjesmika iz Bosne, ali usko povezanog s datom temom. Kroz teorijski okvir koji su postavili Lejkof i Džonson (1980) poznat kao Kognitivna tteorija metafore, pokazano je šta nam poezija govori o životu ljudskih bića, kroz povezivanje dvije date domene, tj. „LJUDI“ i „ŽIVOTINJE“. Daje nam se na znanje nešto što nismo ni znali ili smo samo djelimično znali o sebi. Ključne riječi: ljudi, životinje, poezija, konceptualna metafora, Muhamed Elezović
Date
A point or period of time associated with an event in the lifecycle of the resource
2014
Keywords
Keywords.
Conference or Workshop Item
PeerReviewed
PE English
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3438
Title
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METAPHOR TRANSLATION IN SUBTITLING
Author
Author
Schmidt, Goran
Abstract
A summary of the resource.
The paper aims to shed light on how subtitlers cope with metaphor translation. The paper presents the results of a case study on a set of English subtitles of one Croatian movie. Metaphor translation procedures were analyzed using Conceptual Metaphor Theory. There are four basic ways to translate metaphors: a. using the same conceptual metaphor, b. using a different conceptual metaphor, c. using a non-metaphorical paraphrase; and d. deleting the metaphor. In addition, a non-metaphorical expression can be translated by a metaphorical expression. Metaphors are mental, linguistic, but also cultural entities. Since translation in the contemporary age is recognized as both linguistic and cultural transfer, translating metaphors is at the core of the translation task. Many conceptual metaphors are universal and can be found in (almost) all languages, but some are culturally specific, appearing in just one language (group). This case study shows that the universality of metaphor influences the choice of a metaphor translation procedure, in a way that shared metaphors are mostly translated using the same conceptual metaphor, whereas non-shared metaphors are translated by a different metaphor or a non-metaphorical paraphrase. The paper also explores the ways in which the specifics of subtitling as a constrained type of translation influence the choice of a translation procedure. The results are compared to the results of a previous study, which dealt with the translation of metaphors in literature.
Date
A point or period of time associated with an event in the lifecycle of the resource
2016
Keywords
Keywords.
Conference or Workshop Item
PeerReviewed
PE English
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Journal of Foreign Language Teaching and Applied Linguistics
Metaphor translation in subtitling
Goran Schmidt
University of Osijek, Croatia
Submitted: 13.04.2014.
Accepted: 13.11.2014.
Abstract
The paper aims to shed light on how subtitlers cope with metaphor translation. The
paper presents the results of a case study on a set of English subtitles of one Croatian
movie. Metaphor translation procedures were analyzed using Conceptual Metaphor
Theory. There are four basic ways to translate metaphors: a. using the same
conceptual metaphor, b. using a different conceptual metaphor, c. using a nonmetaphorical paraphrase; and d. deleting the metaphor. In addition, a nonmetaphorical expression can be translated by a metaphorical expression. Metaphors
are mental, linguistic, but also cultural entities. Since translation in the contemporary
age is recognized as both linguistic and cultural transfer, translating metaphors is at
the core of the translation task. Many conceptual metaphors are universal and can be
found in (almost) all languages, but some are culturally specific, appearing in just
one language (group). This case study shows that the universality of metaphor
influences the choice of a metaphor translation procedure, in a way that shared
metaphors are mostly translated using the same conceptual metaphor, whereas nonshared metaphors are translated by a different metaphor or a non-metaphorical
paraphrase. The paper also explores the ways in which the specifics of subtitling as a
constrained type of translation influence the choice of a translation procedure. The
results are compared to the results of a previous study, which dealt with the
translation of metaphors in literature.
Keywords:
conceptual
metaphor,
translation,
conventionality, temporal and spatial constraints
subtitling,
universality,
Introduction
This paper deals with translation of metaphors in interlingual subtitling. The focus is
on the kinds of procedures (solution types) for the translation of metaphorical
expressions. In addition, the distribution of the procedures in the TT (target text) is
explored, as well asfactors potentially motivating the use of a particular procedure.
One of the examined motivating factors is the universality of metaphor, i.e. to what
95
�Metaphor translation in subtitling
extent is the choice of a particular procedure conditioned by the fact that a certain
conceptual metaphoror metaphorical expressionis or is not shared between the SL
(source language) and the TL(target language). Other explanatory variables are
connected with the characteristics of subtitling as a special kind of translation. The
typology of procedures is basedon the methodological apparatusof Conceptual
Metaphor Theory (CMT),formulated by Lakoff and Johnson (1980). The results are
compared to the results of our previous research on metaphor translation in the
context of literary translation (Schmidt, 2012).
Conceptual metaphor and its linguistic expression
In the cognitive-linguistic view, metaphor is defined as understanding one conceptual
domain in terms of another conceptual domain (Kövecses, 2002: 4ff.). A convenient
shorthand way of capturing this view of metaphor is the following: CONCEPTUAL
DOMAIN (A) IS CONCEPTUAL DOMAIN (B), which is called a conceptual metaphor. It is
important to distinguish conceptual metaphors (in this paper labeled ‘M’)from
metaphorical linguistic expressions (lowercase ‘m’), the latter resulting from
mapping of elements of one domain onto the corresponding elementsof another
domain. For example, ARGUMENT IS WAR is a conceptual metaphor, while
expressions like ‘Your claims are indefensible’,‘He attacked every weak point in my
argument’, etc. are metaphorical linguistic expressions, i.e. linguistic manifestations
of that conceptual metaphor.
Typology of metaphor translation procedures
The translation solutions were classified according to a new typology, which
combines CMT with the typologies developedwithin translation studies. Specifically,
our typology combines the one by the translation scholar Gideon Toury(cf. Prunč,
2002: 244) and the one by the cognitive linguist Zoltan Kövecses (2004).1
The following typology of metaphor translation procedures is proposed:
1. (M → M)2
a.m → m
1
a metaphorical expression is translatedbyametaphorical
expression of the sameconceptual metaphor with the same
mapping and the same meaning
For a detailed description of Toury's and Kövecses's typologies, and the way they were combined, see
Schmidt, 2012: 88-91.
2 M → M and M → M1 refer to the higher, conceptual level, i.e. whether the target expression belongs
to the same conceptual metaphor, or to a different one, respectively. This higher level is in a way
superimposed on a typology based on the more basic level of metaphorical expressions.
96
�Journal of Foreign Language Teaching and Applied Linguistics
b.m → m’
2.(M → M1)
m → m1
3.m → non-m
4.m→Ø
5.non-m → m
6.Ø→ m
a metaphorical expression is translated by a metaphorical
expression of the same conceptual metaphor with a different
mappingand a similar meaning
a metaphorical expression is translated by a metaphorical
expression of a different conceptual metaphor with a
different mapping and a similar meaning
a metaphorical expression is translated by a nonmetaphorical expression with a similar meaning (also known
as a paraphrase)
a metaphorical expression is translated by a zero-element
(also known as deletion, omission or zero-translation)
a non-metaphorical expression is translated by a
metaphorical expression with a similar meaning
a zero-element is translated by a metaphorical expression
Each type (1-6)isexemplified and defined in Section 4. The above typology was
tested on a corpus of literary translations (Schmidt, 2012), and it proved to be
adequate for the analysis of metaphor translation; no further types were recorded.
Research design
As the source text (ST) we used the Croatian movie Što je muškarac bez
brkova?('What Is a Man without a Moustache?'). As the TT we useda set of English
subtitles of that movie. The identified ST metaphorical expressions were matched
with their TT equivalents. The ST-TT segments were thenanalyzed and the
translation procedures were classified. The corpus was analyzed both qualitatively
and quantitatively.
Analysis
Altogether6 types of translation procedures (solution types) were identified. In the
following sections each of the identified procedures isexemplified anddefined.
M→M
1.1.1.
m → m (1a)
97
�Metaphor translation in subtitling
ST: ne znaš ti šta sam ja sve proša u životu3('you don't know what I've
been through in life')4
TT: You have no idea what I'vebeen through in my life. [00:39:25,500]5
The metaphorical expressionsin the ST and TT are the same;they belong to the same
M and have the same meaning.
(1)
1.1.2.
m → m’ (1b)
(2) ST: đava te odnija Luka ('May the devil take you away, Luka')
TT: Go to hell, Luka! [00:59:32,740]
The metaphorical expressions in the ST and TT are different, but they belong to the
same M and have a similar meaning.
m → m1
(3) ST: reci meni dal ću biti tvoja ('tell me ifI'll be yours')
TT: Tell me will you always hold my hand [00:00:53,660]
The metaphorical expressions in the ST and TT are different; they belong to
differentMs, but their meaning is similar.
m → non-m
(4) ST:
[to
je]
sve
naopako!
(‘[it
is]
all
upside
down/reversed/inverted/wrong side out’)
TT: [This is] all totally wrong![01:04:57,340]
The ST metaphorical expression is translated by a non-metaphorical expression with
a similar meaning.
m→Ø
(5) ST: ...na nebu misec mlad(‘up in the sky the moon is young’)
TT: the moon is up[01:22:10,940]
The ST metaphorical expression is omitted (deleted) in the TT.
3
The ST examples are written without observing the spelling and punctuation conventions because they
were transcribed directly from the spoken dialogue.
4 In round brackets is a rough, literal translation of the ST.
5 The numbers in square brackets indicate the exact time the subtitle appears on the screen.
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�Journal of Foreign Language Teaching and Applied Linguistics
non-m → m
(6) ST: čuo sam da je sestra progovorila (‘I heard [your] sister started to
talk’)
TT: I heard your sister broke her silence. [00:11:02,300]
The ST non-metaphorical expression is translated by a metaphorical expression with
a similar meaning.
Ø→m
This procedure implies an appearance of a metaphorical expression in the TT which
cannot be matched to anything in the ST.No examples of this procedure were found
in the corpus.
In comparison with our previous research on metaphor translation in literature, the
types of procedures used are largely the same. The only procedure not used in
subtitling is the addition of a footnote, since this is technically impossible for the lack
of space.
Distribution of translation procedures
Table 1. Distribution of metaphor translation procedures in the TT
Procedure
1a
M→M
1b
2 (M→M1)
3 (m→non-m)
4 (m→ Ø)
total
N
52
32
31
17
6
138
%
38
23
23
12
4
100
61
The left-hand column in Table 1lists the types of procedures. Five procedures were
used (procedure 5, Ø → m, is not included, since it does not refer to the translation of
metaphor butinto metaphor).The middle column shows the number of times a
particular procedure was used. For example, procedure 1a was used 52 times. The
total number of identified metaphorical expressions is 138. The right-hand column
shows the same data expressed in percentages.
The most frequently used procedure was 1a (38%). Procedures 1a and 1b are grouped
together, since both imply translation by an expression of the same M. Together, 1a
+1b were used in 61% of the cases. Procedure 1 is followed by procedure 2 (23%), 3
(12%) and 4 (4%), respectively.
99
�Metaphor translation in subtitling
Figure 1 shows the same data ina pie chart. The identified procedures are numbered
according to our typology, and the percentages represent the rates with which each
procedure is used in the TT.
Figure 1. Distribution of metaphor translation procedures in the TT
4
0% 4%
3
12%
1a
38%
2
23%
1b
23%
Another frequent procedure in the corpus is Ø → m(not included in Table 1 and
Figure 1), represented with 35 cases. It refers to cases in which a non-metaphorical
expression was translated with a metaphor. One way of looking at this procedure is
as a compensation procedure. It compensates for the loss of metaphorical expressions
resulting from the use of procedures 3 (paraphrase) and 4 (deletion).Of the total 138
metaphorical expressions in the ST, 115 were translated by metaphorical expressions
(procedures 1+2), while 23 were either translated non-metaphorically or deleted
(procedures 3+4). However, if we bring the 35 cases of procedure 5into the equation,
we can see that the TT actually contains more metaphors than the ST (115 transferred
from ST + 35 new ones = 150). The loss was thus more than compensated by using
procedure 5.
In comparison with the previous study, procedures 2 and 4 arehere used more
frequently, and procedure 3 less frequently. The reason for using m→m1 more than
m→non-m could be that metaphorical language is more concisethan the non100
�Journal of Foreign Language Teaching and Applied Linguistics
metaphorical, which is important given the time and space constraints of subtitling
(see Section 5.8.2). Or, the subtitler wanted to keep the metaphoricity of the
dialogue. Procedure 4 is used more often than in literature translation probably for
the same reason of saving space and time. The number of occurrences of procedure 5
was not counted in the previous study, so there is no ground for comparison.
In the following section we try to account for the motivation for using a particular
procedure.
Motivational factors
Universality of metaphor
If a metaphor is shared by most languages, we can call it universal. When we
consider just a pair of languages, a metaphor can be either shared or non-shared.
However, in some cases a conceptual metaphor is shared, but the particular mapping
(and the linguistic expression) is not. This gives us three categories of
‘sharedness’/universality: 1. the metaphor is shared and so is the linguistic
expression, 2. the metaphor is shared, but the linguistic expression is not, and 3. the
metaphor is not shared. Consider Table 3 below.
Table 3. Universality categories in relation to type of translation procedure
ST
metaphorical
expressions
1a)
(N)
m→m
(1) shared M, 81
52
shared m
(2) shared M, 38
0
non-shared
m
(3) non-shared 19
0
M,
nonshared m
total N:
138
52
1b)
m→m’
6
2)
m→m1
14
3)m→non- 4)
m
m→Ø
4
5
26
4
8
0
0
13
5
1
32
31
17
6
Table 3 shows the three universality categories in relation to the type of translation
procedure used in our TT. For each category, first the total number of metaphors is
given, then a breakdown by a particular procedure. For example, category (1)
contains 81 metaphorical expressions, of which 52 were translated by procedure 1a, 6
by procedure 1b, 14 by procedure 2, 4 by procedure 3, and 5 by procedure 4.Thus,
101
�Metaphor translation in subtitling
the majority of category 1 metaphors were translated by procedure 1a (52 out of 81,
or 64%). The remaining 36% were distributed across other types of procedures
(1b=7%, 2=17%, 3=5%, 4=6%). Other two categories also show a significant
correlation with a particular type of procedure. Category(2) is most frequently
translated by procedure 1b (26 out of 38, or 68%), followed by procedures 3 (21%)
and 2 (11%). Category (2) shows zero correlation with procedures 1a and 4.
Category(3) is most frequently translated by procedure 2 (13 out of 19, or 68%),
followed by procedures 3 (26%) and 4 (6%). There is no correlation with 1a and 1b.
In other words, if the TL had the same expression as the SL, that same expression
was indeed used in the TT in most of the cases (1a); if the same expression was not
used, it was most frequently substituted by an expression of a different M with
similar meaning (2), and less frequently it was translated by a different expression of
the same M (1b), or deleted (4), or paraphrased by non-metaphorical language (3),
respectively.If the TL had the same M, but not the same expression, a different
expression of the sameMwas used in most of the cases; alternatively, a nonmetaphorical paraphrase was used, or an expression of a different conceptual
metaphor with similar meaning. Finally, if the TL did not have the same M, the
STexpressionwas in most cases substituted in the TT by an expression of a
differentM with a similar meaning; alternatively, a non-metaphorical paraphrase was
used, or the ST expression was deleted.
Thedataindicates that the category of universality of metaphor does have an impact
on the choice of procedure; moreover, it allows us to predict to an extent which
procedure will be used.
However, there is also variation that we have to account for. In a number of cases, a
procedure other than the ‘default’ was used, which means that there have to be other
factors apart from universality influencing the choice of procedure.
Table 3 can also be read vertically. The first column on the left shows the number of
metaphorical expressions belonging to a particular universality category. Out of the
total 138 expressions, 81 (or 59%) were attributed to category 1; 38 (27%) to
category 2, and 19 (14%) to category 3.The second column from the left shows that
procedure 1a was used 52 times, exclusively for the translation of category 1
metaphors; there was no correlation with categories 2 and 3, etc.
In sum, there is a strong correlation between the universality category 1 and
procedure 1a, category 2 andprocedure 1b, category 3 and procedure 2.Universality
was found to be an important factor in the previous study as well.
102
�Journal of Foreign Language Teaching and Applied Linguistics
Other motivational factors
Apart from the universality of metaphor, other factors potentially influencing the
choice of translation procedure are the conventionality of the TL expression, and
temporal and spatial constraints of subtitling. Due to the lack of space, each of the
above factors is only briefly exemplified and defined.
(7) ST: kad se podnapiju kao svinje (‘when they get as drunk as pigs’)
TT: When they're totally pissed [01:15:43,900]
In example (7) the translator chose the more conventional expression ‘to be totally
pissed’ (m→m1) over the less conventional ‘to get drunk as a pig’ (m→m).
Conventionality here means greater frequency of use. In certain contexts (e.g. in
informal register), as shown in example (8), using a metaphorical expression is more
conventional than non-metaphorical language.
(8) ST: razumin, razumin (‘I understand, I understand’)
TT: I get it, I get it [00:23:57,140]
In example (9) the metaphor is omitted because the meaning is clear from the co-text:
(9) ST: a vrime nikako okriće na jugo pa... (‘Well, the weather is turning to
sirocco, so...’)
TT: With this sirocco [...][00:37:08,980]
Subtitlers frequently have to shorten the dialogue, omitting everything that is
redundant, because of the technical constraints of subtitling. Namely, “people speak
more quickly than they can read so most language needs to be summarized in
subtitles. Space constraints arise [as well] because there is room for only about 30 or
40 characters/spaces across a screen”, and a maximum of two or three lines of text.
(O’Connell: 129).This often confines subtitling to an auxiliary function, that of
complementing the dialogue rather than duplicating it.
Conventionality was significant for motivation in the previous study as well, while
temporal and spatial constraints are specific to subtitling.
Conclusion
The proposed typology was found to be adequate for the description of metaphor
translation in subtitling. There areindications that the universality of metaphor, the
103
�Metaphor translation in subtitling
conventionality of expression and the technical constraints of subtitlinginfluence the
choice of translation procedure.
References
Kövecses, Z. (2002). Metaphor: A Practical Introduction. Oxford, New York, etc.:
Oxford University Press.
Kövecses, Z. (2004). Metaphor in Culture. Universality and Variation. Cambridge:
Cambridge University Press.
Lakoff, G., Johnson, M. (1980). Metaphors We Live By. (+Afterword, 2003).
Chicago,
London: The University of Chicago Press.
O’Connell, E. (2007). Screen translation. In Kuhiwczak, P., Littau, K. (eds.) A
Companion to Translation Studies. Clevedon, Buffalo, Toronto: Multilingual
Matters, 120-134.
Prunč, E. (2002). Einführung in die Translationswissenschaft. Band 1:
Orientierungsrahmen. Graz: Institut für Translationswissenschaft.
Schmidt, G. (2012). A Cognitive-Linguistic Approach to the Translation of Metaphor
from English into Croatian. Doctoral dissertation. Osijek: Filozofski
fakultet.Available
at:http://bib.irb.hr/datoteka/580531.Goran_Schmidt_disertacija-edited1_4.pdf
Data sources
Što je muškarac bez brkova?[Video file]. (2005). Directed by Hrvoje Hribar, based
on a novel by Ante Tomić.
Miskon (2007, March 21).What Is a Man without a Moustache?[.srt file]. English
subtitles of the movie Što je muškarac bez brkova? Retrieved 13 January 2014
from
http://www.podnapisi.net/sto-je-muskarac-bez-brkova-2005-subtitlesp496917
104
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Metaphor translation in subtitling
Author
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Schmidt, Goran
Abstract
A summary of the resource.
The paper aims to shed light on how subtitlers cope with metaphor translation. The paper presents the results of a case study on a set of English subtitles of one Croatian movie. Metaphor translation procedures were analyzed using Conceptual Metaphor Theory. There are four basic ways to translate metaphors: a. using the same conceptual metaphor, b. using a different conceptual metaphor, c. using a non-metaphorical paraphrase; and d. deleting the metaphor. In addition, a non-metaphorical expression can be translated by a metaphorical expression. Metaphors are mental, linguistic, but also cultural entities. Since translation in the contemporary age is recognized as both linguistic and cultural transfer, translating metaphors is at the core of the translation task. Many conceptual metaphors are universal and can be found in (almost) all languages, but some are culturally specific, appearing in just one language (group). This case study shows that the universality of metaphor influences the choice of a metaphor translation procedure, in a way that shared metaphors are mostly translated using the same conceptual metaphor, whereas non-shared metaphors are translated by a different metaphor or a non-metaphorical paraphrase. The paper also explores the ways in which the specifics of subtitling as a constrained type of translation influence the choice of a translation procedure. The results are compared to the results of a previous study, which dealt with the translation of metaphors in literature. Keywords: conceptual metaphor, translation, subtitling, universality, conventionality, temporal and spatial constraints
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P Philology. Linguistics,PE English,PR English literature
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METAPHOR, IDEOLOGY AND CULTURE: CONSTRUING REALITY IN US NATIONAL SECURITY STRATEGY
Author
Author
Markoš, Marin
Abstract
A summary of the resource.
As the way of thinking embodied in language, metaphors supply cohesion to ideology and culture projecting common understanding of social phenomena. The actors in the world of politics and security, in an attempt to gain overwhelming support for whatever they do or plan to do, draw on conventional metaphors arising from the common cultural and ideological background that seemingly offer the true explanation of otherwise complex and diverse phenomena. By mapping the physical world onto the social world the discourse of politics and security ensures that security issues may become the common issues that concern everyone and are understood and accepted as undisputed truth. The 2010 US National Security Strategy, as our analysis aims to demonstrate, provides an insight into the culture and ideology underlying the recent US security policies. Focusing on metaphors, we search for cultural foundations of the expressed ideas and motivation behind the use of specific language. Specific examples from the text are presented as metaphoric structures linked to the well-established general metaphors. Drawing on the cognitive linguistics apparatus we seek to explain how the consistent use of chosen metaphors construe the representation of the reality which is strongly culturally and ideologically biased. While the source domains ensure cohesion of the text, conceptual metaphors convey the main message about the caring state providing a safe house for its citizens. Our analysis combines cognitive linguistics with critical discourse analysis and cultural studies, looking for an interdisciplinary approach to studying language as both psychological and social phenomenon. Keywords: metaphor, National Security Strategy, mapping, domain, cultural model
Date
A point or period of time associated with an event in the lifecycle of the resource
2014
Keywords
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Conference or Workshop Item
PeerReviewed
PE English
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bf7e2b9df395e169686ad8c22e778e6b
https://omeka.ibu.edu.ba/files/original/f13bc2da1a949b02a0bef21fb511aabe.pdf
ef127fa030d22fa2fedd5b1296e29749
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Text
Metaphors and Metonymies in the Poem “Santa Maria Della Salute” and Their Translation
into the English Language
Vera Janjatovic
University of Novi Sad/ Serbia
ABSTRACT
The aim of this paper is to shed a new light on translation of metaphors and metonymies into the English language.
For this purpose, the author has chosen one of the most prominent poems, “Santa Maria della Salute”, written by the
famous poet, Laza Kostić. By using the contrastive approach, the author, who is at the same time the translator of
this poem into the English language, has endeavoured to give a new insight into the area of translation and
semantics. Many examples of metaphor and metonymy will be compared and thoroughly analyzed in order to
determine their similarities and differences in both languages. This also represents an attempt to outline the basic
components and universality in metaphor. The conceptual metaphors are considered to be largely or mostly
universal, more universal than either language or social reality. This paper deals with cultural variation in metaphor,
especially its cross-cultural dimension. A general-level conceptual metaphor is, according to Kövecses (2006: 158),
instantiated in culture-specific ways at a specific level. Many of our metaphors vary because our experiences as
human beings also vary. On the other hand, our metaphors vary, because the cognitive processes we put to use for
the creation of abstract thought may also vary. Another important factor for the use of metaphor is the context
around us. It includes the physical environment, cultural context and also, communicative situation. All the
culturally unique concepts and values that characterize cultures, including the governing principles and the key
concepts, make the cultural context broader. For this reason, it was very difficult for the translator to transfer the
Kostić’s metaphors adequately into the English language. As much skilled as the translator may be, he or she would
certainly come up to certain cultural obstacles which are contained within culture-specific terms.
�
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Metaphors and Metonymies in the Poem “Santa Maria Della Salute” and Their Translation into the English Language
Author
Author
JANJATOVIC, Vera
Abstract
A summary of the resource.
The aim of this paper is to shed a new light on translation of metaphors and metonymies into the English language. For this purpose, the author has chosen one of the most prominent poems, “Santa Maria della Salute”, written by the famous poet, Laza Kostić. By using the contrastive approach, the author, who is at the same time the translator of this poem into the English language, has endeavoured to give a new insight into the area of translation and semantics. Many examples of metaphor and metonymy will be compared and thoroughly analyzed in order to determine their similarities and differences in both languages. This also represents an attempt to outline the basic components and universality in metaphor. The conceptual metaphors are considered to be largely or mostly universal, more universal than either language or social reality. This paper deals with cultural variation in metaphor, especially its cross-cultural dimension. A general-level conceptual metaphor is, according to Kövecses (2006: 158), instantiated in culture-specific ways at a specific level. Many of our metaphors vary because our experiences as human beings also vary. On the other hand, our metaphors vary, because the cognitive processes we put to use for the creation of abstract thought may also vary. Another important factor for the use of metaphor is the context around us. It includes the physical environment, cultural context and also, communicative situation. All the culturally unique concepts and values that characterize cultures, including the governing principles and the key concepts, make the cultural context broader. For this reason, it was very difficult for the translator to transfer the Kostić’s metaphors adequately into the English language. As much skilled as the translator may be, he or she would certainly come up to certain cultural obstacles which are contained within culture-specific terms.
Publisher
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IBU Publishing
Date
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2013-05-03
Keywords
Keywords.
Article
PeerReviewed
-
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METAPHORS WE RULE BY: THE COGNITIVE DIMENSION OF THE POLITICAL LANGUAGE OF THE USA AND BOSNIA AND HERZEGOVINA
Author
Author
Škrgić, Ilhana
Abstract
A summary of the resource.
At the root of the American liberal-conservative political fracture lies language – particularly, figurative language with its richness of metaphorical expressions which strongly mark the global political communication. From Aristotle’s playing with the rhetoric, through Nietzsche’s definition of truth as “a mobile army of metaphors”, all the way to the Conceptual Metaphor Theory made popular by Lakoff and Johnson, metaphor has always been discovered as a powerful linguistic tool in the hands of the political elite. In the modern political language of the United States one can distinguish very interesting and effective metaphorical models, such as POLITICS IS WAR, POLITICS IS A SHOW, NATION IS A LEADER, etc. Mental concepts which are part of a set of metaphorical models based on antonymy, and which are hidden behind two opposing approaches to morality (the “Strict Father” and “Nurturant Parent” models) reveal structural differences in conceptual metaphors used by American liberals and conservatives for decades. As the first total implementation of cognitive science to politics, “Lakoffian” research of public discourse connects topics such as different and opposing moral systems, discourse issues, metaphors of intimidation, coherent ideologies and their non-existence, etc. By masterfully replacing one conceptual domain with another, skillful speakers manage to form individual concepts of the voting body in their favor, gaining with it full support of the citizen majority and consequent political supremacy. In layman’s terms, conceptual metaphors help them shape the truth in the mind of the public according to the desired model. This is especially evident in the duality of American politics at the end of the 20th and the beginning of the 21st century. However, where in the domain of metaphor usage do the political currents in Bosnia and Herzegovina stand and what kind of mental concepts are behind their everyday interaction? By following the cognitive research of the American politics, this research tries to implement its discoveries on the modern political discourse in Bosnia and Herzegovina.
Date
A point or period of time associated with an event in the lifecycle of the resource
2014
Keywords
Keywords.
Conference or Workshop Item
PeerReviewed
PE English
-
https://omeka.ibu.edu.ba/files/original/afb557ff9d00400ef910a8e6d11878b5.pdf
65f40d3ebbad68a95f32139bbd863f58
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Text
1st International Conference on Foreign Language Teaching and Applied Linguistics
May 5-7 2011 Sarajevo
Methodology Focused on Child
(Example: Bosnia and Herzegovina)
Nudţejma ObraliĤ
English Language School
Internationa University of Sarajevo
Sarajevo, Bosnia and Herzegovina
obralicn@gmail.com
Abstract: In the project of the EU reform of general education in Bosnia, very
important place in the profile of the reformed schools definitely take teaching
methods aimed at children. Motivating activities, dramatic teaching and
feedback can have very important role in teaching. There are varied activities
which provide motivation in class and help students to enhance more
knowledge. Dramatic teaching is also very important for to enhance both the
relatonship between us as teachers and our students and relationship between
the students themselves. At the same time, dramatic teaching can help students
create interest, clarify information, assist in organizing thoughts, promote
understanding and relieve boredom while students work on their cases.
Pedagogical value of different activities may also help in teaching. Feedback
activities help students revise they have learned.
Key words: enhancing knowledge, foreign language, dramatic teaching.
In the project of the EU reform of general education in Bosnia, very important place in the profile
of the reformed schools definitely take teaching methods aimed at children. Far traditional teaching has led
many more accounts of the teaching content rather than the student who learn the lecture. It is necessary to
make learning at school learning, which partially confirms and partially develops students' vitality326.
Traditionally, also classroom work was done by using basic form of classroom teaching. The teacher
adresses the whole group, who responded in unison or one by one, which is known as frontal teaching. And
the other was when students were set work to do alone. The teaching process was mainly based on verbal
learning without connecting with the environment in which students live and work. Also, in practice so far
very little attention is paid to respecting the interests and abilities of students that had consequences for the
impact on learning, but also on personality development in general. The reasons for the failure of the
students were mostly due to maladjustment of work in education, skills and personality traits, difficult and
extensive lecture, poor knowledge and low level of development of work habits. A student who is
experiencing a failure is in constant conflict with the environment and himself. All of this requires certain
specified changes in our educational system, change of the attitudes of teachers toward students, school and
learning. These difficulties can be overcome by organizing modern teaching where methodology focused on
child must be a regular practice, and the role of teachers should changed. Basic characteristics of this
methodology are individual approach, a balance between working in a large group, small groups, pairs and
individually, combining different methods (researches, experiment, debate, problem solving,
demonstration); stimulating environment for active learning, thematic planning, continuous monitoring;
evaluation and assessment and balancing activities. Many people believe the old pedagogical truth - that
every teacher has ''his'' in way of working with students. What works well for one teacher may fail
miserably for another.
Teaching is an art - because the teacher must choose the best methods and forms of work in
learning situations. Therefore, the methods applied by the teacher are recognizable style of his educational
and teaching work. It is necessary to make only one more step to focus our activity on students, to develop
learning process from teaching and further towards creativity. Concerns about the ability to manage the
class are common among all teachers. If we want all to work out the best way, we suggest the following
model, and it is desirable that you find yourself a different activity which aims would understand the
possibilities and limitations of our own personality in the process of reform. Teachers need to feel safe and
comfortable with whom they are as a classroom manager. Before defining our activities it is necessary to
326
Slatina, M: Nasatvni metod, CIP- Katalogizacija u publikaciji, Nacionala I univerzitetska biblioteka,
Sarajevo,1998.
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�1st International Conference on Foreign Language Teaching and Applied Linguistics
May 5-7 2011 Sarajevo
build your own classroom management profile and answer the question ''I think I'm...?'', ''Who am I in the
classroom, whether I am the head or leader'' and ' 'Formulate attitudes''.
Prof. Dr. SuziĤ formulated the attitudes as follows:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
The teacher should try to help students understand the lecture,
The teacher must have a clear view of the central issues of teaching,
The teacher must work effectively,
The teacher must have a clear expression of the underlined terms,
The teacher must show tolerance and respect for students,
The teacher must have a good plan and a system of work (design),
The teacher should be proud of their profession,
The teacher students must listen to him and respect,
The teacher must use multiple methods and tools,
The teacher must improve his work in teaching,
The teacher must have a tendency to self-reflection.
This process won't happen overnight, it's long process. It takes a long time experimenting with
different classroom situations.
The teacher must define his target by following paragraph:
‗‘ I've come to the frightening conclusion that I am the decisive element in the classroom. It's my
daily mood that makes the weather.
As a teacher, I possess a tremendous power to make a child's life miserable or joyous. I can be a
tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is
my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.‖ (Haim Ginott, American psychologist and teacher)
THE REVIEW OF THE RESEACH DONE IN BOSNIA, NOVEMBER, 2010.
The research was done among thirty (30) English teachers in The Sarajevo Canton.
The Advantages of Using Different Dynamics
1.
Teachers said that they prefer frontal teaching when they teach grammar or lectures that students
are not able to find related resources to use. While doing reading and writing activities students might be set
for induvidual work.
2.
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�1st International Conference on Foreign Language Teaching and Applied Linguistics
May 5-7 2011 Sarajevo
Do you underestimate the value of the ''student - teacher''?
4%
yes
no
96%
It's very important not to underestimate the value of the student – teacher realationship. By
allowing our students to work in pairs or gruops they develop their skills for creating interesting ideas,
comparing and contrasting their ideas, passing information to each other, and gaining self – confidence.
But according to the results of the research, we found out that the teacher is able to spend more
time working individually with students, especially with ones who are having difficulties, either on their
own or in groups.
3.
Disadvantages of pair and group work:
a.
b.
c.
d.
students speak in their native language
dividing class into different groups necessities standing up and moving around
passive students don‘t do anything in groups
it causes too much noise
We found out that younger students are highly egocentric and they demand individual attention,
but it is obvious that mixed abilities students should be given different tasks according to their abilities.
Finishing first, students want to do something else. We can tell them take a rest. We can give them a short
little task to complete while they are waiting.327
Many teacher do not allow their students walk around in the class. The school day is long and we
cannot expect them to sit at the desks all day. It's known that younger students need to move around
physically during a lesson. The teacher is meant to prepare more tasks which include activities moving
around in the classroom. Try to include at least one moving activity in each lesson.
327
Jeremy, H.: The Practice of English Language teaching, Longman.
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�1st International Conference on Foreign Language Teaching and Applied Linguistics
May 5-7 2011 Sarajevo
Activities with motions sometimes may cause another problem, such as too much noise. We have
to underline that Discipline is not Classroom management, it's a part of it. And it often involves how
teachers try to teach individual students better behaviour.
4 What are the problems you face during the lesson?
We cannot always expect from our students to work in silence and behave appropriately. Working
with specific discipline problems may require additional knowledge of a student, his family and
environment. It is a big problem if his misbehaviour becomes chromic or seriously disruptive. Students can
easily get angry, when called down, sometimes without specific reason.
Teachers should be flexible as possible. They should always be ready to change the the order of
activities in their lesson plans to take into account the mood of their students because they can get very
passive during the lesson. For teachers, passivity may be sometimes a trouble more than misbehaviour or
discipline problems in classroom.
To avoid misbehaviour in classroom teachers must be consistent and open minded. Sometimes
students don't follow the teacher's instructions and don't know what they are supposed to do, they usually
don't behave appropriately and misbehave for they want to get teacher's attention. Teachers should decide in
advance what they want their students to learn and how to behave, and at the same time, they should make
their expectations clear. We shouldn't label students as '' difficult'' and expect them to be good always.
Teacher's personality and core beliefs are important. There is a room for flexibility as long as
student feels safe, respected and able to learn well. Here, are different characteristics teacher should behave
according to and tend to be:
a. active listener
b. communucative
c. able to collaborate
d. responsible
e. tolerant
f. flexible
g. open-minded
h. self-critical
i. objective
j. humane
k. visionary
l. sympathetic
One of the main rules is: 'Never let students feel incapable to understand the lecture'.
Teachers are supposed to support them. There are different ways of supporting students.
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�1st International Conference on Foreign Language Teaching and Applied Linguistics
May 5-7 2011 Sarajevo
5 a.
What is the best way to emphasise and reinforce the good things students do?
Using proverbs: ''Well done! ''
15%
42%
33%
Praising, getting them
presents
giving extra points
10%
public encouragement
b.
How would you like your teacher to emphasise and reinforce the good
things you do?
Using proverbs: ''Well done! ''
22%
Praising, getting them
presents
39%
16%
giving extra points
23%
public encouragement
It's important to emphasise and reinforce the good things that students do. There are many forms
depending on the education level of the students. We can see that students love public encouragement. They
like other students hear teacher praising them and appreciating their work or conduct. When acknowledged
for their efforts, they are likely to be more receptive to new challenges.
Every student needs his praise.
Here are some examples of effective praising and appreciating students' efforts:
Examples of Positive Instructions
Use the ''do'' instead of ''do not''
―Please go through the hallyway slowly and silently ― instead of ― do not run‖
Say Claerly What You Want
''It is necessary to do this, to move on to another activity''.
Use Constructive Criticism
''Your handwriting may be better''.
Encourage in a Positive Way
„All you have done so far is true. Try to do this one―
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May 5-7 2011 Sarajevo
Praise Concrete Work on Procedure
― It is nice to hear that you was not late for morning lecture‖
6.
Classroom manager or leader is a teacher who follows actions to take in order to maintain order
in the classroom which enables learning to take place. Being boss and leader are closely linked. So, we can
say that classroom management and discipline are closely linked. Management and leadership involve a
total plan to adress the variety of circumstances, while discipline is more individualized. We should not
forget that teachers should never humiliate or use their advantage of age and experience, and belittling a
student.
Conclusion:
All theoretical discussions about the impact of different kinds of motivation to students in the
learning process could be reduced to two aspects:
1.
2.
approach in which the teacher is in the center,
approach of active learning where the focus is on srudents
The traditional method focuses on the idea of frontal teaching. Teaching program was aimed to
transfer information from teacher to students. Exchanging information between teachers and students has
consisted of short questions and answers. Motivation in this form of teaching seems to be unnecessary. We
found out that some studies estimated that 80% of the classes is carried out as described above. The latest
approach is based on the understanding that the curriculum has a focus on the learning outcomes, which is
actually what students should learn, not what the teachers should teach. Classes which inspire students,
make them feel curious, creative and encouraged to think individually, trained for emotional intelligence
and social skills (communication, self-control, self-evaluation, etc.), may at the same time provide
encouragement and atmosphere for demonstration of student's personality, have an opportunity to change
educational way and prepare students for life.
''Effective teaching may be the hardest job there is.‘' BY William Glasser
Referrences:
Goleman, D: Emotional Intelligence, Bantman Books, 1995.
Hadfield, J: Classroom dynamics, OUP, 1992.
Jeremy, H.: The Practice of English Language teaching, Longman.
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1010
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Extent
The size or duration of the resource.
569
Title
A name given to the resource
Methodology Focused on Child (Example: Bosnia and Herzegovina)
Author
Author
Obralić, Nudžejma
Abstract
A summary of the resource.
In the project of the EU reform of general education in Bosnia, very important place in the profile of the reformed schools definitely take teaching methods aimed at children. Motivating activities, dramatic teaching and feedback can have very important role in teaching. There are varied activities which provide motivation in class and help students to enhance more knowledge. Dramatic teaching is also very important for to enhance both the relatonship between us as teachers and our students and relationship between the students themselves. At the same time, dramatic teaching can help students create interest, clarify information, assist in organizing thoughts, promote understanding and relieve boredom while students work on their cases. Pedagogical value of different activities may also help in teaching. Feedback activities help students revise they have learned.
Date
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2011-05
Keywords
Keywords.
Conference or Workshop Item
PeerReviewed
P Philology. Linguistics