• 한국정보과학회논문지:컴퓨팅의 실제 및 레터
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• 제10권6호
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• pp.460-471
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• 2004

RTP는 VoD, AoD, VoIP와 같은 멀티미디어 서비스를 위해 실시간 데이타를 전송하기에 적합하도록 설계되어 있어, RTSP, H.323, SIP 등 실시간 데이타 전송 프로토콜로서 사용되고 있다. 내장형 시스템에서도 원활한 멀티미디어 서비스를 위해 내장형 시스템용 RTP 프로토콜 스택이 필요하지만 현재까지 이러한 RTP 프로토콜 스택은 전무한 상태이다. 본 논문은 내장형 시스템에 적합하도록 RTP 프로토콜 스택을 커널 수준에서 지원하는 embeddedRTP에 대하여 설명한다. EmbeddedRTP는 UDP 모듈에 포함되도록 설계되었기 때문에,'rcp/lp 서비스를 필요로 하는 애플리케이션은 기존과 같이 동작하고, RTP프로토콜 스택을 사용하는 애플리케이션은 embeddedRTP API를 이용하여 RTP 서비스를 받을 수 있다. EmbeddedRTP는 RTP 패킷이 도착했을 때, 패킷의 포트 번호와 세션 정보를 이용하여 세션별 패킷 버퍼에 저장한다. 애플리케이션과 embeddedRTP간의 통신은 시스템 콜과 시그널 메커니즘을 통해 이루어지며, embeddedRTP API를 제공함으로써 애플리케이션 개발이 용이하도록 했다. PDA 상에서 멀티미디어 스트리밍 서비스를 이용하여 embeddedRTP의 성능을 분석한 결과, 비교대상인 VCL RTP에 비해 코드사이즈는 약 58%정도 감소된 반면, 패킷 처리속도는 약 7.8배 빨라졌다.

• 한국임상보건과학회지
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• 제2권4호
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• pp.231-238
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• 2014

Purpose. This study examines the effects of improving students self-esteem and sociability by conducting a Group Art Therapy Program for students with learning disabilities. This study focused on three students with learning disabilities, attending B middle school special education class located in K county. The study was conducted for two hours once a week (Friday) at B middle school during special education class from May 2, 2014 to July 18, 2014. Methods. For the tools of studying, Self-esteem and social strip forms/rubrics were filled, by students', before and after and data processing was inspected, paired t-Test using the SPSS / WIN (Ver.18.0) for quantitative analysis. Also, on the basis of content, analyzed data of the individuals' self-esteem social changes are shown in graph format. In addition, this qualitative study shows before and after of dynamic house, tree, person (K-H, T, P), dynamic family (KFD), dynamic school life of search phase (4-6 sessions) significant improvement of self-esteem and sociability in adolescents' with learning disabilities influenced by conducting a Group Art Therapy Program. Results. The result of this study can be summarized as follows. First, Group Art Therapy Program shows a statistically significant difference (p<.05) showing that self esteem average is 2.04 before Group Art Therapy Intervention but self esteem average is 2.92 after Group Art Therapy Intervention. Second, as a result of social strip pre-post, there wasn't statistically significant difference compared to self esteem pre-post result, although, post examination's average level was enhanced after Group Art Therapy Program in difference examination.(p>.05). Third, as a result of analysis the indicated pre-post change of Students' pre-post dynamic house, tree, person (HTP), dynamic family (KFD), a dynamic school daily life (KSD), students' family and interpersonal relationships, self-concept shows statistical significant changes. Conclusion. As the result of this study, Group Art Therapy Program shows effective improvement in students' self-esteem and social skills learning disabilities. However, a future study on larger and more diverse group of students' with learning disabilities are advised to be conducted in order to better understand the significance of the Group Art Therapy Program.