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Ball, Rope, Hoop Activities

為了解決Motor parts direct的問題，作者Capon, Jack/ Alexander, Frank (EDT)/ Lewis, John (ILT) 這樣論述：

This is the Second in a series of Five motor development activity books in the Perceptual-Motor Development Series covering preschool and the primary grades. This book is divided into 3 Parts: Part 1--Ball Activities; Part 2--Rope Activities; and Part 3--Hoop Activities. The book consists of 53 page

s and all the activities are sequenced according to difficulty. PART 1 introduces the students to Ball Activities which utilizes a ball which is a marvelous piece of equipment for children. It is the most commonly used equipment in physical education programs as well as in natural play experiences.

Its versatility allows it to be manipulated in so many ways. It can be bounced, thrown, rolled, kicked, butted and socked. From infancy, children are eager to be challenged by that round elusive object--the ball. It promises excellent opportunities for developing hand-eye coordination and visual tra

cking skills necessary for general academic achievement. The ability to handle and control a ball is an important skill for all children. Children who do not have the opportunity to develop these competencies tend to perform poorly and as a result avoid participating in games and sport activities. B

y implementing a comprehensive program arranged by skill levels that progress from simple to difficult based on sound mechanical principles, the children have more opportunity to be successful. As the child matures, games and sport activities become increasingly popular and an integral part of regul

ar play and recreation. Th child' relationship with his peers and his basic self-image can be strongly influenced by his ability to successfully handle a ball. Basic ball skills insure the proper application of force, accuracy and balance. Children can participate in more advanced and demanding game

s if they first master basic skills. PART 2 introduces the students to Rope Activities which, as traditionally used in the school physical education programs, serve a rather limited purpose. Their use is confined primarily to rope turning and jumping tasks. Using the rope in movement exploration and

perceptual-motor programs affords children the opportunity to explore the physical properties of the rope. The tactile sensation of the rope enhances their language development. They are encouraged to feel the rope, to describe it and to discover what can be done with it. It provides maximum enjoym

ent and many opportunities for creative expression. Rope jumping is rhythmic and it takes courage and timing for success. Boys are often reluctant to participate. They need to be assured that boxers, football players, and tennis players use the rope to strengthen leg and wrist muscles. It helps incr

ease coordination and flexibility of both the mind and the body. Less able students can achieve success and personal satisfaction by using the rope on the ground as an obstacle. As confidence and skill increase, the children can progress to the more difficult task of jump roping. PART 3 introduces t

he students to Hoop Activities because the hoop is a highly adaptable teaching tool. It can be manipulated in a variety of challenging ways and has appeal to children of all ages. It is durable, inexpensive and safe. These characteristics make it one of the most popular pieces of equipment used in m

ovement exploration and perceptual-motor programs. Hoops can be purchased commercially or constructed from rolls of plastic pipes or tubes found in many hardware stores. Homemade hoops are more economical and will generally outwear the commercial hoops. The commercial hoops do have the advantage of

being available in bright colors. This adds a pleasing visual quality to the movement environment. Enough hoops should be available so that each member of the class has his own hoop. Throughout the tasks, the total involvement of each child is necessary for success. Jack Capon was known nationally

and internationally for his practical application of Movement Education to the classroom environment. By means of his numerous workshops that he conducted throughout the world, Jack Capon has shown how teachers and others interested in Movement Education can start their own successful programs. Jac

k Capon was active in Movement Education from the early 1960’s right on up to the mid 1990’s when, by an ironic twist of fate, he was forced into early retirement by the onslaught of a rare neurological disorder called Striatonigral Degeneration. After several years of deteriorating health, Jack pas

sed away in the summer of 1999 soon after the publication of the newest edition of his Perceptual-Motor Lesson Plans, Level-2 book. Jack Capon was not only a great Movement Educator, but a great human being as well, as witnessed by his 25 years of volunteering to direct the Special Olympics Program

for his local town of Alameda, California. Although Jack is no longer here with his energy and enthusiasm for Movement Education, his Perceptual-Motor Development Programs lives on and continues to provide valuable help in developing the movement coordination skills necessary for the healthy develop

ment of children everywhere. Jack Capon, by means of his numerous workshops that he conducted throughout the world, has shown how teachers and others interested in Movement Education can start their own successful programs. It’s been told that the original founder of the nationwide and now worldwide

chain of Gymboree fitness centers for kids got her inspiration and many of her ideas from observing Jack Capon’s programs in action and in attending many of his early workshops. The fact that you can start a business using Jack Capon-like activities for kids is further testament to the obvious that

his programs do work and give a valuable boost to the development of any child in the early childhood years.

Motor parts direct進入發燒排行的影片

足底壓力影像處理設計應用於深度學習

為了解決Motor parts direct的問題，作者PETER ARDHIANTO 這樣論述：

足底壓力圖像涉及評估和診斷足部問題。放射科專家執行手動分析和檢測，以根據足底圖像評估足部問題。近年來的深度學習使醫療人員能夠根據足底壓力圖像自動檢測疾病。此外，圖像設計是基於足底壓力圖像提高深度學習性能的有用策略。足底成像揭示了足部在平衡和運動過程中的機械行為和輪廓。而腦性麻痺患者，具有導致足底壓力缺陷。異常的足底壓力可能會限制腦性麻痺患者的左右腳識別，例如具有異常足部前進角度的剪刀步態，和具有缺陷足底壓力的腳趾行走。本研究探討了足底壓力圖像改進的設計，以識別左腳和右腳，並使用各種對象檢測模型預測“足部前進角度“ ，以獲得基於足底壓力圖像數據集的合適檢測器。結果表明，YOLOv4 在區分左腳

和右腳，以及從足底壓力圖像預測“足部前進角度 ”方面表現出色。在各種矩陣中，YOLOv4 的表現優於不同的模型。右腳預測高於左腳。使用 YOLOv4 進行深度學習可增強 “足部前進角度“ 預測，而不會顯著偏離基本事實（5.58 ± 0.10° vs. 5.86 ± 0.09°，p = 0.013）。 ground truth 的” 足部前進角度” 與 YOLOv3（5.58 ± 0.10° vs. 6.07 ± 0.06°，p < 0.001）和 ground truth 的 “足部前進角度” vs. YOLOv5x（5.58±0.10° vs. 6.75 ± 0.06°，p < 0.001）

有顯著差異。此外，準確的左右識別和“ 足部前進角度“ 的預測可以提供有關足部的信息。左右腳的自動檢測，可能會對具有 腦性麻痺特徵的不正常足底壓力圖像產生影響，並為管理優勢肢矯形器治療提供重要信息。

Balance Activities

為了解決Motor parts direct的問題，作者Capon, Jack/ Alexander, Frank (EDT)/ Lewis, John (ILT) 這樣論述：

This is the Third in a series of 5 activity books covering preschool and the primary grades. Use these classroom-tested movement education activities to assess your students motor strengths and weaknesses in preschool and early elementary grades or special education classes. The sequence of easily g

iven tests and tasks requires minimal instruction time and your kids will find the activities to be interesting, challenging and fun Book is divided into 3 parts. Part 1 covers Walking Board Activities. Part 2 covers Coordination Ladder Activities Part 3 covers Jump Box Activities Jack Capon was

known nationally and internationally for his practical application of Movement Education to the classroom environment. By means of his numerous workshops that he conducted throughout the world, Jack Capon has shown how teachers and others interested in Movement Education can start their own successf

ul programs. Jack Capon was active in Movement Education from the early 1960’s right on up to the mid 1990’s when, by an ironic twist of fate, he was forced into early retirement by the onslaught of a rare neurological disorder called Striatonigral Degeneration. After several years of deteriorating

health, Jack passed away in the summer of 1999 soon after the publication of the newest edition of his Perceptual-Motor Lesson Plans, Level-2 book. But Jack’s legacy lives on and thanks to Jack’s many workshops over the years and to the continuing great success of his programs, many people have been

trained in the Jack Capon method and are quite skilled in advising any of those who are interested in starting, restarting, or continuing his Movement Education programs. Jack Capon was not only a great Movement Educator, but a great human being as well, as witnessed by his 25 years of volunteering

to direct the Special Olympics Program for his local town of Alamda, California. Although Jack is no longer here with his energy and enthusiasm for Movement Education, his Perceptual-Motor Development Programs lives on and continues to provide valuable help in developing the movement coordination s

kills necessary for the healthy development of children everywhere. Jack Capon, by means of his numerous workshops that he conducted throughout the world, has shown how teachers and others interested in Movement Education can start their own successful programs. It’s been told that the original foun

der of the nationwide and now worldwide chain of Gymboree fitness centers for kids got her inspiration and many of her ideas from observing Jack Capon’s programs in action and in attending many of his early workshops. The fact that you can start a business using Jack Capon-like activities for kids i

s further testament to the obvious that his programs do work and give a valuable boost to the development of any child in the early childhood years.

旋轉機械滾動軸承智慧故障診斷模型

為了解決Motor parts direct的問題，作者黎長安 這樣論述：

根據測量信號的旋轉機械軸承故障的準確診斷仍然是一個引起廣泛關注的主要問題。目前，越來越多基於機器學習或深度學習理論的智慧故障診斷模型已被開發。這些模型預期能減少對人工的依賴，並增強診斷模型的自動故障檢測。構建智慧故障診斷模型有兩種方法：基於機器學習方法和基於深度學習方法。然而，這兩種方法的有效性仍是一個需要考慮的問題。因此，本研究提出了基於這兩種方法的模型應用於檢測旋轉機械的軸承故障。第一種方法是基於機器學習的智慧軸承故障診斷模型（intelligent bearing fault diagnosis model based on machine learning, IBFDM based

on ML）。此模型包括三個主要部分：特徵提取、特徵選取和特徵分類。旋轉機械的測量信號通過包絡線分析和希爾伯特-黃轉換技術處理以提取潛在特徵。通過基於特徵權重的群體初始化策略、新的群體更新機制以及群體篩選和替換過程對二進制粒子群最佳化進行了增強，創建了一種新的有效特徵選取方法，可提高分類精度並減少數據大小。最優特徵子集分別提供給人工神經網路以及支撐向量機作為最終識別任務。第二種方法是基於深度學習的智慧軸承故障診斷模型（intelligent bearing fault diagnosis model based on deep learning, IBFDM based on DL）。此模型有

兩個主要部分：第一部分是根據每個信號幀的持久性光譜構建圖像數據集。具有殘差網路（residual network, ResNet）結構的卷積類神經網路（convolutional neural network, CNN）被設計用於基於輸入數據的分類是第二部分。持久性光譜是從原始信號的包絡線中提取的。然後，基於短時傅立葉變換構建持久性光譜圖像，呈現出傳統頻譜分析方法未曾給出的每個信號的頻率、振幅和能量隨時間變化的新關係。具有 ResNet 結構的改進 CNN 允許從較低層到較高層直接連接特徵圖，以從包絡信號的持久性光譜圖像中探索判別特徵。這有助於利用低級層中的粒度特徵，這些特徵在傳統 CNN 中

前饋通過相鄰層時可能會遺失。因此，所提出的軸承故障診斷模型的性能在電流信號和振動信號的不同測試平台上得到驗證。模型的效率在軸承電流數據集上實現超過96%的辨識率，在軸承振動數據集上實現超過99%的辨識率。此外，IBFDM based on ML中的新特徵選取方法根據七個基準數據集進行評估，顯示出與其他同級競爭者相當的性能。此外，與其他類型的二維圖像（頻譜圖和尺度圖）和其他最先進的診斷模型相比，IBFDM based on DL的性能更佳。綜上所述，所提出的兩種模型在自動識別旋轉機械健康狀態領域具有很高的可行性。