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미디어에서의 오디오 메타데이터 최적화 추출 및 분류 방안에 대한 연구
윤민희(Min-hee Yoon),박효경(Hyo-gyeong Park),문일영(Il-Young Moon) 한국정보통신학회 2021 한국정보통신학회 종합학술대회 논문집 Vol.25 No.1
최근 미디어의 시장의 급격한 성장과 그에 따른 사용자들의 기대감이 증가하고 있다. 이 연구에서는 미디어에서 추출한 오디오를 통하여 다양한 태그를 추출하고 인공지능을 활용하여 특정 카테고리로 분류한다. 이 카테고리는 감정에 대한 종류이며 기쁨, 분노, 슬픔, 즐거움, 사랑, 증오, 욕망 등이 있을수 있다. 해당 연구를 수행하기 위하여 Jupyter Notebook 프로그램을 사용하며, Jupyter Notebook 내에서 LiBROSA 라이브러리를 이용하여 음성데이터를 분석하고 Keras와 계층 모델을 이용하여 Neural Network를 학습한다. Recently, the rapid growth of the media market and the expectations of users have been increasing. In this research, tags are extracted through media-derived audio and classified into specific categories using artificial intelligence. This category is a type of emotion including joy, anger, sadness, love, hatred, desire, etc. We use JupyterNotebook to conduct the corresponding study, analyze voice data using the LiBROSA library within JupyterNotebook, and use Neural Network using keras and layer models.
사회과 교사가 지각한 학교풍토의 개방성이 통합사회 교육과정 실행에 미치는 영향 -교사효능감의 매개효과를 중심으로-
윤민희 ( Yoon Min-hee ) 한국사회과교육학회 2020 시민교육연구 Vol.52 No.1
Through Structural Equation Modeling (SEM), this study analyzed correlations among openness of a school’s climate, teacher efficacy, and the implementation of the “integrated social studies” curriculum, and verified the mediating effect of teacher efficacy, while utilizing the STATA 15.1 program. The participants of the study were 206 teachers who used to be or are currently in charge of “integrated social studies” in schools in central-suburban areas including Seoul, Gyeonggi province, and Incheon City; their responses were collected via online surveys. These are the major findings. First, the results showed that the openness of a school’s climate perceived by social studies teachers gives a positive influence on teacher efficacy (Standardized Coefficients=.354, p<.01). Second, it is shown that the openness of a school’s climate perceived by social studies teachers gives a positive influence on the implementation of an “integrated social studies” curriculum (Standardized Coefficients=.223, p<.05). Third, the results showed that teacher efficacy gives a positive impact on the implementation of “integrated social studies” curriculum (Standardized Coefficient=.258, p<.01). Fourth, it is shown that openness of a school’s climate gives a positive influence on the implementation of “integrated social studies” with teacher efficacy as a mediator (standardized coefficient=.091, p<.05). Thus, it is necessary to exert our efforts to lift both openness of a school’s climate in the institutional level and teacher efficacy in the individual level.