• Journal of Intelligence and Information Systems
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• v.18 no.3
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• pp.35-51
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• 2012

Cloud computing is internet-based computing where computing resources are offered over the Internet as scalable and on-demand services. In particular, in case a number of various cloud services emerge in accordance with development of internet and mobile technology, to select and provide services with which service users satisfy is one of the important issues. Most of previous works show the limitation in the degree of user satisfaction because they are based on so called concept similarity in relation to user requirements or are lack of versatility of user preferences. This paper presents cloud service selection reasoning which can be applied to the general cloud service environments including a variety of computing resource services, not limited to web services. In relation to the service environments, there are two kinds of services: atomic service and composite service. An atomic service consists of service attributes which represent the characteristics of service such as functionality, performance, or specification. A composite service can be created by composition of atomic services and other composite services. Therefore, a composite service inherits attributes of component services. On the other hand, the main participants in providing with cloud services are service users, service suppliers, and service operators. Service suppliers can register services autonomously or in accordance with the strategic collaboration with service operators. Service users submit request queries including service name and requirements to the service management system. The service management system consists of a query processor for processing user queries, a registration manager for service registration, and a selection engine for service selection reasoning. In order to enhance the degree of user satisfaction, our reasoning stands on basis of the degree of conformance to user requirements of service attributes in terms of functionality, performance, and specification of service attributes, instead of concept similarity as in ontology-based reasoning. For this we introduce so called a service attribute graph (SAG) which is generated by considering the inclusion relationship among instances of a service attribute from several perspectives like functionality, performance, and specification. Hence, SAG is a directed graph which shows the inclusion relationships among attribute instances. Since the degree of conformance is very close to the inclusion relationship, we can say the acceptability of services depends on the closeness of inclusion relationship among corresponding attribute instances. That is, the high closeness implies the high acceptability because the degree of closeness reflects the degree of conformance among attributes instances. The degree of closeness is proportional to the path length between two vertex in SAG. The shorter path length means more close inclusion relationship than longer path length, which implies the higher degree of conformance. In addition to acceptability, in this paper, other user preferences such as priority for attributes and mandatary options are reflected for the variety of user requirements. Furthermore, to consider various types of attribute like character, number, and boolean also helps to support the variety of user requirements. Finally, according to service value to price cloud services are rated and recommended to users. One of the significances of this paper is the first try to present a graph-based selection reasoning unlike other works, while considering various user preferences in relation with service attributes.

• Journal of Korean Home Economics Education Association
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• v.24 no.2
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• pp.117-134
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• 2012

The purpose of this study was to identify the stage of concern, the level of use, and the innovation configuration of Home Economics teachers regarding creativity and personality education in Home Economics(HE) classes. The survey questionnaires were sent through mails and e-mails to middle-school HE teachers in the whole country selected by systematic sampling and convenience sampling. Questionnaires of the stages of concern and the levels of use developed by Hall(1987) were used in this study. 187 data were used for the final analysis by using SPSS/window(12.0) program. The results of the study were as following: First, for the stage of concerns of HE teachers on creativity and personality education, the information stage of concerns(85.51) was the one with the highest response rate and the next high in the following order: the management stage of concerns(81.88), the awareness stage of concerns(82.15), the refocusing stage of concerns(68.80), the collaboration stage of concerns(61.97), and the consequence stage of concerns(59.76). Second, the levels of use of HE teachers on creativity and personality education was highest with the mechanical levels(level 3; 21.4%) and the next high in the following order: the orientation levels of use(level 1; 20.9%), the refinement levels(level 5; 17.1%), the non-use levels(level 0; 15.0%), the preparation levels(level 2; 10.2%), the integration levels(level 6; 5.9%), the renewal levels(level 7; 4.8%), the routine levels(level 4; 4.8%). Third, for the innovation configuration of HE teachers on creativity and personality education, more than half of the HE teachers(56.1%) mainly focused on personality education in their HE classes; 31.0% of the HE teachers performed both creativity and personality education; a small number of teachers(6.4%) focused on creativity education; the same number of teachers(6.4%) responded that they do not focus on neither of the two. Examining the level and type of performance HE teachers applied, the average score on the performance of creativity and personality education was 3.76 out of 5.00 and the mean of creativity component was 3.59 and of personality component was 3.94, higher than standard. For the creativity education, openness/sensitivity(3.97) education was performed most and the next most in the following order: problem-solving skill(3.79), curiosity/interest(3.73), critical thinking(3.63), problem-finding skill(3.61), originality(3.57), analogy(3.47), fluency/adaptability(3.46), precision(3.46), imagination(3.37), and focus/sympathy(3.37). For the personality education, the following components were performed in order from most to least: power of execution(4.07), cooperation/consideration/just(4.06), self-management skill(4.04), civic consciousness(4.04), career development ability(4.03), environment adaptability(3.95), responsibility/ownership(3.94), decision making(3.89), trust/honesty/promise(3.88), autonomy(3.86), and global competency(3.55). Regarding what makes performing creativity and personality education difficult, most HE teachers(64.71%) chose the lack of instructional materials and 40.11% of participants chose the lack of seminar and workshop opportunity. 38.5% chose the difficulty of developing an evaluation criteria or an evaluation tool while 25.67% responded that they do not know any means of performing creativity and personality education. Regarding the better way to support for creativity and personality education, the HE teachers chose in order from most to least: 'expansion of hands-on activities for students related to education on creativity and personality'(4.34), 'development of HE classroom culture putting emphasis on creativity and personality'(4.29), 'a proper curriculum on creativity and personality education that goes along with students' developmental stages'(4.27), 'securing enough human resource and number of professors who will conduct creativity and personality education'(4.21), 'establishment of the concept and value of the education on creativity and personality'(4.09), and 'educational promotion on creativity and personality education supported by local communities and companies'(3.94).