#OnlineAbacusClasses

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Is Abacus a good tool for kids who struggle with math?

Math can be a source of huge frustration for many children, causing both stress and anger. From simple calculations to more advanced problems that require math expertise, the struggle can affect both self-esteem as well as attitude towards learning. Could there be a solution to make math more accessible for students? Perhaps an abacus could provide an answer.

The Abacus can be described as a simple yet effective tool that will greatly assist students who struggle with math. While commonly used to teach basic calculations such as subtraction and addition, its usefulness goes far beyond this simple use case. An interactive form of hands-on learning that increases confidence while improving problem-solving abilities.

Enhancing Number Awareness: One of the major advantages of using an abacus for kids who struggle with mathematics is its ability to help develop an in-depth comprehension of mathematical and numbers concepts. A visual representation of numbers makes abstract ideas concrete for them, helping children who don't grasp traditional mathematics concepts understand them easily. Moving and seeing beads help children visualize how numbers interact.

Enhancing Confidence: Abacus Can Help Children Struggling with Math. The abacus is an ideal tool to build confidence for kids who find math challenging. when they successfully solve simple problems using it they experience great satisfaction - each small success contributes towards building their overall sense of confidence in math and encouraging an optimistic approach towards learning.

Enhancing Concentration and Focus: Learning an abacus takes practice and concentration, so regular practice with it can help children to build up better concentration skills. Learning it also increases engagement in other areas of learning such as math. Regularly playing an abacus also contributes to its benefits by sharpening focus in these key areas.

Enhancing mental math skills: The abacus is an instrument which encourages mental calculation and assists children with improving both speed and accuracy in their mathematics. This form of mental computation is especially useful for children who find traditional forms of calculation too cumbersome, its visual nature provides them with an engaging method for problem-solving.

Learning Problem-Solving Skills: The abacus encourages logic and an organized method for solving math problems. With beads representing operations and numbers, children learn to break problems down into manageable steps for easier problem-solving later in their academic careers. Having these essential problem solving skills in place helps prepare children for more complex math coursework as they advance academically.

If you're looking for a reliable way to improve your child's math skills, Abacus And Vedic Maths offers excellent abacus courses. Their program is designed to build a strong math foundation, boost mental math abilities, and enhance problem-solving skills. With personalized instruction and a fun, engaging approach, Abacus And Vedic Maths helps students of all levels gain confidence and succeed in math.

To learn more about abacus classes

Visit https://abacusandvedicmaths.com/exploring-the-benefits-of-online-abacus-classes-for-kids-everywhere/

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Unlocking the Power of Abacus: Transforming Young Minds in Singapore with Kiya Learning

In today's digital age, the ability to think critically, solve problems efficiently, and process numerical information quickly is more important than ever. For children, building a strong foundation in mathematics not only prepares them for academic success but also equips them with lifelong skills. One innovative tool that has been making waves in Singapore is the abacus. With its rich history and proven cognitive benefits, abacus classes for kids are gaining popularity, and Kiya Learning is at the forefront of this educational revolution. In this blog, we will explore the fascinating world of abacus learning, its unique benefits for children, and how online abacus classes provided by Kiya Learning in Singapore are shaping the future of education.

The Ancient Abacus: A Modern Learning Tool

The abacus, often associated with ancient times, is a calculating tool that has been used for centuries across various cultures. Originating from Asia, this simple yet powerful instrument has evolved into a modern educational tool that helps develop mental arithmetic skills. Unlike calculators, the abacus requires learners to engage their minds actively, enhancing their ability to visualize numbers and perform complex calculations without electronic aid.

What Makes the Abacus So Effective?

Enhances Cognitive Development: Using an abacus involves both the left and right hemispheres of the brain. This bilateral engagement improves concentration, memory retention, and overall brain function.

Promotes Mental Math Skills: Regular practice with an abacus develops the ability to perform arithmetic operations mentally, reducing reliance on calculators and fostering quicker problem-solving skills.

Boosts Confidence: As children master abacus techniques, they gain self-confidence in their mathematical abilities, which positively impacts their performance in school and beyond.

Improves Focus and Concentration: Abacus training requires students to focus on the movement of beads and the arithmetic behind it, cultivating a habit of concentration that extends to other areas of study.

Encourages Creative Problem Solving: The process of visualizing numbers and operations in the mind encourages creative ways to approach mathematical challenges.

Abacus Classes in Singapore: A New Wave of Educational Excellence

Singapore is renowned for its emphasis on education and its forward-thinking approach to learning. In this context, abacus classes have emerged as a valuable supplement to traditional math education. Schools and learning centers across the island have begun to incorporate abacus training into their curriculum, recognizing its potential to bolster academic performance and cognitive development.

Why Singapore Embraces Abacus Learning

Singapore's education system has long been a model for academic excellence, consistently producing top-performing students in international assessments. The integration of abacus classes into the curriculum is a testament to the country's commitment to holistic education. Here’s why abacus classes have found a special place in Singapore:

Complementary to Traditional Math: Abacus training enhances basic arithmetic skills, which are essential for understanding more complex mathematical concepts taught in schools.

Encourages a Growth Mindset: The challenges presented by abacus exercises promote perseverance and a growth mindset, encouraging students to see challenges as opportunities for growth.

Interactive Learning Environment: Abacus classes provide a hands-on, interactive learning experience that contrasts with the more passive learning styles often seen in conventional classrooms.

Cultural Relevance: With its roots deeply embedded in Asian history and tradition, the abacus resonates well with Singaporean values and cultural heritage, making it a familiar and trusted educational tool.

Kiya Learning: Pioneering Abacus Education in Singapore

At the heart of this educational innovation is Kiya Learning, a leading provider of interactive online abacus classes for kids in Singapore. With a mission to empower young minds through quality education, Kiya Learning leverages modern technology to bring the ancient art of abacus calculation into the digital age.

The Kiya Learning Approach

Kiya Learning’s online abacus classes are designed to be engaging, interactive, and effective. Here’s what sets their program apart:

Expert Instructors: Kiya Learning employs experienced educators who are passionate about math and skilled in teaching the abacus. Their expertise ensures that every student receives personalized attention and guidance.

Interactive Virtual Classrooms: Utilizing state-of-the-art technology, Kiya Learning offers virtual classrooms that mimic the interactivity of a physical classroom. This ensures that students can participate in real-time discussions and activities, making learning both fun and effective.

Structured Curriculum: The curriculum is carefully structured to progress from basic concepts to advanced techniques. This gradual increase in complexity ensures that students build a strong foundation before moving on to more challenging topics.

Flexibility and Convenience: Recognizing the busy schedules of modern families, Kiya Learning offers flexible class timings and the convenience of learning from home. This allows children to pursue abacus training without disrupting their other educational activities.

Engaging Learning Materials: The classes include a variety of engaging materials such as animated videos, interactive exercises, and gamified learning experiences that make the learning process enjoyable for kids.

Regular Progress Assessments: To ensure that each student is progressing well, Kiya Learning conducts regular assessments and provides feedback. This helps identify areas for improvement and allows for targeted support.

The Benefits of Abacus Classes for Kids

For parents seeking an extra edge in their child’s education, abacus classes provide numerous benefits that extend well beyond the realm of mathematics. Let’s delve deeper into the myriad advantages that abacus learning offers to young learners.

1. Improved Concentration and Focus

Abacus classes require a high degree of concentration as children work through complex calculations using their visual and tactile senses. This practice helps develop sustained attention spans, which are crucial for academic success. The repetitive nature of abacus exercises encourages children to remain focused, a skill that can be transferred to other areas of study.

2. Enhanced Memory Skills

By visualizing the abacus and recalling bead positions during calculations, children strengthen their working memory. This enhanced memory capability not only aids in performing mental arithmetic but also improves overall cognitive functioning, enabling better retention of academic content.

3. Faster and More Accurate Calculations

Frequent practice with the abacus leads to significant improvements in both speed and accuracy when it comes to arithmetic operations. Children learn to perform calculations quickly, which can give them an advantage in competitive academic environments where time is of the essence.

4. Development of Problem-Solving Skills

Abacus training encourages children to think logically and approach problems methodically. By learning different strategies to solve arithmetic problems, students develop flexible problem-solving skills that can be applied to various aspects of their academic and personal lives.

5. Building Confidence in Mathematics

One of the most significant outcomes of abacus learning is the boost in self-confidence it provides. As children master the skills and techniques required to use the abacus, they become more confident in their mathematical abilities. This newfound confidence often translates into improved performance in school and a positive attitude towards learning.

6. Cultivating a Growth Mindset

Abacus classes teach children that persistence and practice lead to improvement. This fosters a growth mindset, where students understand that their abilities can be developed through dedication and hard work. Such an attitude is invaluable not just in academics but in all areas of life.

Online Abacus Classes: A Revolution in Modern Education

With the rapid advancement of digital technology, online education has become an integral part of the learning landscape. Online abacus classes, such as those offered by Kiya Learning, bring the best of both worlds: traditional abacus training and modern, flexible learning methods.

Advantages of Online Abacus Classes

Accessibility and Convenience: Online classes allow children to learn from the comfort of their homes, eliminating the need for travel and enabling participation regardless of geographical location. This is particularly beneficial in a bustling metropolis like Singapore, where time management is crucial.

Interactive Learning Environment: Advanced virtual classrooms facilitate interactive learning experiences. Features like live video sessions, real-time feedback, and digital whiteboards help recreate the dynamics of a physical classroom in an online setting.

Customized Learning Paths: Online platforms offer the flexibility to tailor lessons to each student’s pace and learning style. This personalized approach ensures that no child is left behind and that every student can progress at a comfortable pace.

Access to Quality Resources: Digital platforms can integrate a wealth of resources including videos, quizzes, and interactive simulations. These tools enrich the learning experience, making abstract concepts more tangible and easier to grasp.

Safe Learning Environment: With online classes, students can learn in a safe, controlled environment without the distractions or logistical challenges of a crowded classroom. This safety aspect has become increasingly important in today’s context.

The Future of Abacus Learning in Singapore

The integration of abacus classes into the educational system in Singapore is not merely a trend but a strategic move towards holistic education. With institutions like Kiya Learning leading the charge, the future of abacus learning looks promising. Here are some ways in which this innovative approach is likely to evolve:

1. Broader Curriculum Integration

As the benefits of abacus training become more widely recognized, it is expected that more schools and educational institutions in Singapore will integrate abacus lessons into their regular curriculum. This integration will ensure that all students, regardless of their academic standing, have the opportunity to benefit from enhanced cognitive development.

2. Expansion of Online Learning Platforms

The success of online abacus classes is likely to inspire further innovations in digital education. Enhanced virtual classrooms, AI-driven personalized learning experiences, and greater interactivity are on the horizon. Kiya Learning’s continued investment in technology will undoubtedly play a significant role in this evolution.

3. Increased Collaboration with Educators

Collaboration between traditional educators and online platforms like Kiya Learning will create a more cohesive educational framework. This synergy will enable the development of complementary teaching methods that harness the strengths of both conventional and digital learning environments.

4. Focus on Lifelong Learning

While abacus classes are primarily targeted at children, the underlying principles of mental arithmetic and cognitive enhancement are beneficial for learners of all ages. Future programs may extend abacus training to adults, promoting lifelong learning and cognitive fitness in an increasingly competitive world.

5. Global Outreach

Singapore’s reputation as an educational hub means that successful models like Kiya Learning’s online abacus classes may serve as a blueprint for similar programs worldwide. The unique blend of traditional techniques and modern technology has the potential to revolutionize how mathematics is taught globally.

Success Stories: How Abacus Classes are Shaping Young Minds

Real-life success stories provide compelling evidence of the transformative power of abacus learning. Across Singapore, parents and educators have witnessed firsthand how abacus classes can make a significant difference in a child’s academic performance and overall development.

Case Study 1: Boosting Confidence and Academic Performance

One parent from Singapore shared her experience with her eight-year-old child, who had struggled with traditional math methods. After enrolling in Kiya Learning’s online abacus classes, the child began to show remarkable improvement in both speed and accuracy in calculations. More importantly, the newfound confidence in math helped the child excel in school and develop a positive attitude towards learning.

Case Study 2: Enhancing Concentration and Problem-Solving Abilities

Another success story comes from a local school that integrated abacus training into its curriculum. Teachers noted that students who participated in abacus classes were more focused during lessons and demonstrated improved problem-solving skills. The ability to visualize numbers and perform mental calculations translated into better performance in various subjects, not just math.

Case Study 3: Overcoming Learning Challenges

For children with learning difficulties, traditional classroom environments can sometimes be overwhelming. Abacus training, with its interactive and hands-on approach, has helped some of these children overcome their challenges. The methodical and visual nature of abacus exercises provides an alternative way of understanding mathematical concepts, making it an effective tool for inclusive education.

How to Get Started with Kiya Learning’s Online Abacus Classes

For parents and educators interested in enrolling their children in abacus classes, Kiya Learning provides a seamless and user-friendly platform to begin the journey. Here’s a step-by-step guide on how to get started:

Visit the Kiya Learning Website: Navigate to the official Kiya Learning website where you will find detailed information about the online abacus classes available in Singapore.

Explore the Course Offerings: Review the curriculum, class schedules, and instructor profiles to find the program that best suits your child’s needs and learning style.

Register for a Free Trial: Many online learning platforms offer free trial sessions. Take advantage of these trials to gauge the teaching style and effectiveness of the classes before committing.

Complete the Enrollment Process: Once you’ve selected the right course, follow the simple registration process. Kiya Learning’s platform is designed to be intuitive, making enrollment quick and hassle-free.

Set Up Your Learning Environment: Ensure that your child has a quiet, comfortable space with a reliable internet connection. This will help maximize the benefits of the online classes.

Stay Engaged: Encourage your child to participate actively in class, complete assignments, and take advantage of the interactive tools provided. Regular communication with instructors can also help track progress and address any challenges promptly.

Conclusion: Embracing a Bright Future with Abacus Learning

The journey of learning mathematics is a lifelong adventure, and the abacus is a timeless tool that offers unparalleled benefits in this quest. In Singapore, where the pursuit of academic excellence is a national priority, abacus classes have emerged as a beacon of innovation and promise. Through platforms like Kiya Learning, children are not only mastering arithmetic but are also developing essential cognitive skills that will serve them well in every aspect of life.

By blending the traditional wisdom of the abacus with modern online learning technology, Kiya Learning is paving the way for a new era of education—one that is interactive, inclusive, and incredibly effective. Whether your child is just beginning their educational journey or looking for ways to overcome learning challenges, online abacus classes offer a unique opportunity to unlock their full potential.

As we look to the future, the continued evolution of abacus learning in Singapore promises to enhance academic performance, nurture creativity, and foster a generation of confident, capable young minds ready to tackle the challenges of tomorrow. With Kiya Learning leading the charge, the fusion of ancient techniques and contemporary technology ensures that the art of abacus will remain a vital and transformative part of education for years to come.

Embark on this exciting journey today and witness the remarkable transformation that abacus learning can bring to your child's life. For more information and to register for online abacus classes, visit Kiya Learning’s website and take the first step towards unlocking a brighter, more mathematically adept future.

Ready to see the difference? Join Kiya Learning and experience the magic of abacus training, where tradition meets technology in the heart of Singapore’s educational revolution.

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Vedic Math Classes in Australia, Abacus Classes for Kids, Online Abacus Classes: Unlocking the Power of Math with Kiya Learning

Mathematics can often appear daunting to many students, however with the right equipment and steerage, it is able to end up an exciting and rewarding subject. One of the simplest approaches to decorate mathematical abilities is thru Vedic math and abacus training. Kiya Learning, a leading provider of tutorial packages, gives Vedic Math Classes in Australia, Abacus Classes for Kids, and Online Abacus Classes, supporting college students increase strong mathematical foundations. In this weblog, we can discover the blessings of these classes and the way Kiya Learning is revolutionizing math training for students of every age.

What is Vedic Math?

Vedic math is a system of arithmetic that originated in historic India and is based totally on 16 sutras or concepts. These sutras offer a greater efficient and faster way to remedy mathematical problems, especially in the areas of multiplication, division, rectangular roots, and mental calculations. Unlike conventional strategies, Vedic math emphasizes quick mental calculations, pattern reputation, and information the underlying principles of math, instead of rote memorization.

The beauty of Vedic math lies in its simplicity. By applying those standards, college students can resolve complicated math troubles in a fraction of the time it would take the usage of conventional methods. This no longer only saves time however additionally boosts self assurance and trouble-fixing abilities.

Why Choose Vedic Math Classes in Australia?

As the call for for progressive getting to know techniques grows, Vedic Math Classes in Australia have won popularity. Students throughout Australia are coming across the numerous blessings that include gaining knowledge of this ancient device. Some of the key benefits include:

1.    Enhanced Speed and Accuracy: Vedic math techniques are designed to improve intellectual calculation pace and accuracy. Students can speedy carry out complicated calculations, making them more green in assessments and day by day existence.

2.    Increased Confidence: As students master Vedic math techniques, they gain self belief in their potential to tackle even the most challenging problems. This self belief extends past math and definitely impacts different regions of getting to know.

3.    Improved Problem-Solving Skills: Vedic math encourages students to assume significantly and technique problems from more than one angles. This complements their hassle-solving talents and makes them more adaptable to different styles of questions.

four.    Holistic Learning: Vedic math specializes in expertise concepts instead of memorizing formulas. This promotes a deeper expertise of arithmetic and encourages a love for gaining knowledge of.

five.    Time Management: With the potential to solve troubles more fast, college students can manipulate their time greater effectively all through assessments, decreasing pressure and improving overall performance.

At Kiya Learning, Vedic Math Classes in Australia are taught by using skilled teachers who provide customized interest to every pupil. Whether you are a beginner or an advanced learner, those instructions are tailor-made to fit your needs and pace.

Abacus Classes for Kids: Building a Strong Foundation

The abacus is one of the oldest calculation equipment, and its benefits extend a ways beyond simple arithmetic. Abacus Classes for Kids provide a completely unique approach to getting to know math by using using a physical tool that engages each the mind and the frame. By visualizing numbers and manipulating the beads, students improve their mental calculation abilties and increase better attention and awareness.

Some of the important thing benefits of Abacus Classes for Kids encompass:

1.    Mental Math Development: The abacus allows kids visualize mathematical operations and perform intellectual calculations quickly. This lays the foundation for superior math abilties.

2.    Improved Focus and Concentration: Manipulating the beads on an abacus calls for consciousness and awareness. These talents are transferable to other areas of studying and might assist youngsters in their standard educational performance.

3.    Enhanced Memory: Using the abacus often facilitates enhance memory retention, as children accomplice numbers with visual cues. This strengthens their capability to keep in mind and do not forget facts.

four.    Boosted Confidence: As youngsters emerge as proficient in the use of the abacus, their confidence of their math skills grows. They start to revel in fixing troubles and develop a effective mind-set in the direction of studying.

5.    Critical Thinking and Problem-Solving: The abacus encourages youngsters to suppose seriously and clear up issues in creative ways. It facilitates them apprehend math principles more intuitively.

At Kiya Learning, our Abacus Classes for Kids are designed to be a laugh, interactive, and educational. Our professional instructors create a supportive environment in which children can learn at their very own tempo while learning vital math abilities.

Online Abacus Classes: Learning at Your Own Pace

In these days’s virtual age, on-line gaining knowledge of has emerge as greater accessible than ever before. Online Abacus Classes offer a flexible and handy manner for students to analyze the abacus from the consolation of their homes. With the upward push of virtual schooling, college students no longer need to attend in-person classes to gain the advantages of abacus education.

Some of the important thing benefits of Online Abacus Classes encompass:

1.    Flexibility: Online training permit students to examine at their very own pace and agenda. Whether they may be busy with college or extracurricular activities, on-line getting to know offers the flexibility to healthy into their lifestyle.

2.    Access to Expert Instructors: With online classes, college students can get entry to expert instructors from anywhere inside the global. Kiya Learning’s on-line abacus training join college students with qualified teachers who offer personalised guidance and aid.

3.    Interactive Learning: Despite being virtual, on-line lessons may be relatively interactive. Kiya Learning uses innovative coaching methods, such as interactive movies, quizzes, and virtual abacus tools, to make studying engaging and effective.

four.    Global Learning Community: Online gaining knowledge of offers the possibility to have interaction with college students from around the sector. This global network fosters collaboration and allows college students to share ideas and stories.

5.    Cost-Effective: Online instructions are frequently extra affordable than in-person training, making them an awesome alternative for mother and father who want to provide quality education with out breaking the bank.

Kiya Learning’s Online Abacus Classes are designed to be accessible, attractive, and powerful. With personalized training and flexible scheduling, students can analyze the abacus from everywhere, at any time.

Why Choose Kiya Learning?

Kiya Learning is devoted to imparting exquisite educational programs that empower students to reach their complete capability. With a focus on personalized mastering, professional teachers, and progressive teaching methods, Kiya Learning is the precise preference for students who want to excel in math.

Here’s why Kiya Learning is the first-class choice for Vedic Math Classes in Australia, Abacus Classes for Kids, and Online Abacus Classes:

1.    Expert Instructors: Kiya Learning’s instructors are skilled and passionate about teaching. They have a deep information of the subjects they educate and are devoted to supporting college students succeed.

2.    Personalized Attention: At Kiya Learning, we believe within the importance of customized learning. Our instructions are tailored to fulfill the character desires and learning forms of every student, making sure most development and success.

three.    Engaging and Interactive Lessons: Whether in-individual or on-line, our instructions are designed to be a laugh, engaging, and interactive. We use a whole lot of teaching gear and resources to keep college students stimulated and excited about gaining knowledge of.

4.    Proven Results: Our college students constantly attain amazing consequences of their tests and competitions. The competencies they benefit in Vedic Math Classes in Australia, Abacus Classes for Kids, and Online Abacus Classes assist them excel in all areas of math and beyond.

5.    Convenience and Flexibility: With both in-man or woman and on-line alternatives available, Kiya Learning offers the ability that scholars need to fit getting to know into their busy schedules.

6.    Affordable Pricing: We believe that top notch schooling need to be accessible to all people. Kiya Learning gives competitive pricing for all of our instructions, making it cheap for mother and father and college students.

Conclusion

Whether you're trying to enhance your intellectual math abilties, assist your child build a robust foundation in math, or explore the ancient techniques of Vedic math, Kiya Learning has the proper program for you. With Vedic Math Classes in Australia, Abacus Classes for Kids, and Online Abacus Classes, students can develop vital math competencies so one can serve them for a lifetime.

Join Kiya Learning these days and unencumber the full capability of your math skills. Let us assist you or your toddler end up a math whiz, equipped with the skills to succeed in faculty, competitions, and beyond!

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The Ancient Abacus: Modern Benefits for Today's Students

In a world filled with digital devices and sophisticated calculators, it may come as a surprise that an ancient tool like the abacus still holds value. This centuries-old calculating instrument continues to serve as a powerful educational resource, providing numerous advantages for today's learners.

Enhancing Cognitive Abilities The abacus is more than just a calculation tool; it also promotes cognitive growth. When students use an abacus, they physically move beads, which helps develop their fine motor skills and hand-eye coordination. Even more significantly, the mental activities involved in abacus calculations engage both hemispheres of the brain, leading to enhanced mathematical reasoning and problem-solving skills.

Strengthening Mathematical Foundation A prevalent challenge in today’s education system is the excessive dependence on calculators, which can undermine students' grasp of essential mathematical principles. In contrast, the abacus encourages learners to build a solid base in basic arithmetic. By visualizing numbers and performing calculations by hand, students develop a richer understanding of addition, subtraction, multiplication, and division.

Boosting Memory and Concentration Engaging with an abacus requires a series of repetitive movements and mental imagery, which can greatly enhance memory and focus. Research indicates that students who consistently practice with an abacus show improvements in working memory and concentration, both of which are crucial for achieving academic success in all subjects.

Encouraging Active Learning The abacus promotes active learning, transforming math into a more interactive and engaging experience. Unlike traditional methods where students may passively observe a teacher or a screen, using the abacus demands active involvement. This hands-on technique not only makes learning enjoyable but also reinforces mathematical concepts effectively.

Promoting Mathematical Confidence Many students struggle with math anxiety, which can affect their academic success. The abacus aids in building confidence by offering a concrete way to grasp and tackle mathematical problems. As students gain skill with the abacus, they experience a sense of achievement and self-assurance that can enhance their overall perspective on math. Integrating Technology with Tradition The abacus, though an ancient tool, can easily blend with modern technology. Digital abacus applications and online tutorials make it more accessible to a wider audience. Merging traditional abacus practice with digital platforms provides a well-rounded approach, accommodating various learning styles and improving overall educational results.

In conclusion, the ancient abacus presents numerous advantages for today's learners. By weaving this timeless tool into modern education, we can assist students in establishing a strong mathematical foundation, boosting cognitive skills, and cultivating important life skills. Let’s embrace the abacus and tap into its potential to enhance our educational journeys.

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Watch in awe as students demonstrate lightning-fast mental calculations using the Abacus technique! Witness their precision and speed as they solve complex math problems with ease. Interested in mastering this remarkable skill? Join us in exploring the fascinating world of mental math

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 Can The Sun Rays Creation Process Depend On Saturn Motion? (Revised)

or

or

or

Abstract

Paper Discovery

The paper question tells (The Sun Is Not Doing Nuclear Fusion To Produce Its Rays) instead The Sun Rays is produced by another method and this method depends on Saturn motion- for that - We should ask (Is There Another Method Can Produce A Light Beam In The Solar System?) 

This Is Extraordinary: Gravity Can Create Light, All on Its Own

https://www.msn.com/en-us/news/technology/this-is-extraordinary-gravity-can-create-light-all-on-its-own/ar-AA19YL5d?ocid=hpmsnHYPERLINK "https://www.msn.com/en-us/news/technology/this-is-extraordinary-gravity-can-create-light-all-on-its-own/ar-AA19YL5d?ocid=hpmsn&cvid=620db4352aa943e2b454919a7b724604&ei=83"&HYPERLINK "https://www.msn.com/en-us/news/technology/this-is-extraordinary-gravity-can-create-light-all-on-its-own/ar-AA19YL5d?ocid=hpmsn&cvid=620db4352aa943e2b454919a7b724604&ei=83"cvid=620db4352aa943e2b454919a7b724604HYPERLINK "https://www.msn.com/en-us/news/technology/this-is-extraordinary-gravity-can-create-light-all-on-its-own/ar-AA19YL5d?ocid=hpmsn&cvid=620db4352aa943e2b454919a7b724604&ei=83"&HYPERLINK "https://www.msn.com/en-us/news/technology/this-is-extraordinary-gravity-can-create-light-all-on-its-own/ar-AA19YL5d?ocid=hpmsn&cvid=620db4352aa943e2b454919a7b724604&ei=83"ei=83

This new article tells us, The Gravitational Waves Can Move By Speed Of Light And Can Produce A Light Beam. 

I Claim The Sun Rays Is Produced By This Method And Not By The Sun Nuclear Fusion,

Before all discussions we need to ask-

Let's suppose the gravitational waves move by speed of light (C = 300000 km/s), how can this motion produce a light beam? We know the light beam is produced from the value (C^2)

Means- the article tells- the gravitational waves move by speed of light (C)and some geometrical effect is found and caused to square this speed and produced the value (C^2) from which the light beam is produced.   

For better understanding

The gravitational waves move by speed of light and the waves are reflected

The energy reflection causes to square the velocities (and many other effects), by that the reflection of energy caused to square the speed of light (C=300000 km/s) and produced the value (C^2) from which the light beam is produced- the reflection of energy is discussed in details later-

Shortly this new article tells us 2 new information which are

(1st Information)    

The light beam source of energy is the gravitational waves motions energy- it's NOT the sun mass by the nuclear fusion process–but- the gravitational wave motions energy this is very interesting news because the solar system is so rich in the motion energy

(2nd Information)    

The light beam production method is the relative motion-

Means- the gravitational waves move by speed of light (C=300000 km/s) relative to some point- and this speed is squared by the reflection of energy and that produced the value (C^2) and the light beam is produced by this value (C^2)

Means the light beam production method is the relative motion based on the different velocity = speed of light = 300000 km/s = C

Means- the light beam production does NOT use the nuclear fusion process

Shortly- The article tells us –the source of energy is changed and the light production method is changed- we have a very different picture for the light beam production process- let's summarize these ideas in following

First/ the gravitational waves move by speed of light (C=300000 km/s)

Second/ the gravitational waves are reflected in the solar system and the reflection of energy caused to square the velocities and by that the speed of light produces the value (C^2) and from this value (C^2) the light beam is produced. 

Third/ the light source of energy is the gravitational waves motions energies

Fourth / the light production method is the relative motion with different velocity = speed of light= 300000 km/s= C, Also we need to know that, the gravitational waves move by speed of light relative to The Sun Point Of Space-

Means- The Sun Rays Is Produced By The Gravitational Waves Motions Energies

Fifth/ The surprised fact is that- the gravitational waves are produced by the planets motions energies and NOT by the sun gravitational field.

Here I provide a theory against the article statement- because- the article supposes the gravitational waves are produced by The Sun Gravitational Field- but in fact the gravitational waves are produced by The Planets Motions Energies.

Shortly

The Sun Rays Is Created By The Planets Motions Energies Total

The sun is a phenomenon created by the planets motions energies

The sun is a product from the planets motions energies and of course No planet moves by the sun gravity (Newton is wrong)

The sun rays creation is a model for all stars rays creation- means- all stars rays are created by their planets motions energies and no star uses the nuclear fusion process to produce its rays.

My theory explanation is divided into two branches

1st Branch/ The analysis of the relative motion by which the sun rays is created 

The Sun Gravitational Field Theory Refutation

The Gravitational Waves Source And Its Motion Trajectory Through The Solar System

The Gravitational Waves Relative Motion

The Gravitational Waves Relative Motion (More Analysis)

The Analysis Of The Sun Position And Creation Data

The Sun Nuclear Fusion Theory Is Wrong

The Theory Main Question

The Sun Is Created After All Planets Creation And Motion (The Proof)

Can The Motion Be Transported Among The Planets?

2nd Branch/The analysis of the source of energy from which the sun rays is created 

The Planets Motions Use Different Rates Of Time

The Planets Rates Of Time Analysis

1st Branch/ The analysis of the relative motion by which the sun rays is created 

(I) The Sun Gravitational Field Theory Refutation

FIRST/ the sun rotation period is (25.4 days at equator) and (34.4 days at pole),

This data proves the sun has NO massive gravity and it has NO even gravity equal any planet gravity otherwise it would rotate in one period of time as any planet.

SECOND/ No planet moves by the sun gravity (Newton Is Wrong)- the planet moves by its creation force- means-  the planet creation and motion should be done by the same one force because if two forces have effects on the same one planet, this planet would be Broken- means- the planet is Not broken by its motion because the planet moves by the force caused its creation and NOT by The Sun Gravity Force

THIRD/ The Mass gravity Force Can Not Cause any Motion- (Newton is wrong)– let's explain that -Mass gravity is a bond between 2 masses – the Earth and the moon are bond together by the mass gravity- They are similar to a lorry and its trailer– If a force causes the Earth to move the moon will move with the Earth– this is the effect of the mass gravity but the mass gravity can't cause any motion! Why? Suppose the moon moves by the Earth mass gravity- The moon motion produces energy (1/2mv^2)- and– From what source this motion energy will be provided? From the mass itself! means- If the Earth causes the moon to move that necessitates to decrease the Earth and moon masses by the motion energy– It's wrong definition for the mass gravity - the mass gravity creates a bond between two masses- and if a force causes the Earth to move the moon will move with the Earth, in this case, this force will provide the motion energy for the Earth and the moon motions– but No Motion can be done by the mass gravity.

(II) The Gravitational Waves Source And Its Motion Trajectory Through The Solar System

(a)

Planet motion produces energy (1/2 mv^2), this energy is Not stored in the planet body otherwise its temperature would be raised, and no planet temperature is raised by its motion- logically- this energy is stored in the space in waves form-

Means- the space is similar to the sea of water and the planet motion is similar to a fish swimming in the sea, the fish motion creates waves and similar to that the planet motion energy creates waves in the space- these waves are similar to the water waves they move freely far from its source and can be reflected- this analysis forces us to attribute mechanical features for the space 

Notice

The fish swims in the sea by hitting some water by its body- and this action creates waves in the sea we conclude these waves moves by a velocity equal the fish velocity because of the reaction force- similar to that- the planet motion energy creates waves in the space and these waves move by velocity equal the planet velocity- for example- Mercury (47.4 km/s) motion energy creates waves in the space and these waves move by a velocity = 47.4 km/s

(b)

These waves are the gravitational waves, the scientists discovered them but called wrongly (Gravitational Waves) supposing they are created by the sun gravitational field-BUT- the fact is that- these waves are produced by the planets motions energies which is proved by the previous analysis- shortly- no place to store the planet motion energy except in the space in waves form- means the planet has a necessity to store its motion energy in the space-

(c)

Now we know, Planet motion creates waves in the space and these waves move by this planet velocity and also these waves are the gravitational waves but can we follow these waves trajectory in the solar system? let's try

The planets revolve around the sun in the same one direction, for that, the planets motions energies waves move into the same one direction toward Pluto orbit (perpendicular on the revolution direction)-

In Pluto orbit these waves are unified together in one unified wave- means- this one unified wave contains all planets motions energies- and this one unified wave moves by the planets velocities total

Then

This one unified wave is reflected from Pluto orbit to Venus (the inner planets)- and then – Venus caused to reflect this one unified wave toward Mars

Finally, the one unified wave is stored in the Earth moon orbit while this one unified wave contains the planets motions energies total- and this one unified wave moves by a velocity = the planets velocities total,

(Notice, the energy is reflected three times in the solar system, from Pluto, from Saturn and from Venus)

Means

While The Planets Revolve Around The Sun, There's One unified wave moves in the space and revolves around The Sun through the Earth moon orbit and this wave moves by a velocity = the planets velocities total and this unified wave contains the planets motions energies total (And This Unified Wave Is The Gravitational Wave) 

What's this unified wave velocity?  

The 9 planets velocities total = 176 km/s BUT

We have to add the moon velocity (29.8 km/s) because the wave revolves through the Earth moon orbit – means the wave velocity is 205.8 km/s       

(The moon velocity = the Erath velocity = 29.8 km/s because they revolve around the sun together)

SHORTLY

While The Planets Revolve Around The Sun, There's One unified wave moves in the space and revolves around The Sun through the Earth moon orbit and this wave moves by a velocity = 205.8 km/s -This wave contains the planets motions  energies total (and this wave is the gravitational wave)

(III) The Gravitational Waves Relative Motion

Here we have a relative motion – let's remember it

There's one wave moves by a velocity 205.8 km/s and revolves around the sun through the moon orbit- and in this wave the planets motions energies total is stored

This wave motion creates a relative motion relative to The Sun Point of space 

This relative motion has 2 players, the unified wave velocity (205.8 km/s) and the sun point of space velocity (1 km/s)

We need to pay attention to this relative motion, because this relative motion will enable the unified wave to move by speed of light (300000 km/s)  

For that we should analyze this relative motion in details

First

The sun point of space velocity is (1 km/s) – this velocity is NOT changed- we should notice that- No any other point of space in the solar system moves by this velocity- the sun point of space is the only point moves by this velocity (1 km/s) and later I explain how this velocity is defined-

Second

Here we have a relative motion between the sun point of space (1 km/s) and the unified wave (205.8 km/s)-

We understand that the planets motions energies total is stored in this unified wave- for that this wave velocity is increased with the time– Why?

Because the planets motions energies are stored in the space-means- the stored energy in the space is increased day after day- and this stored energy is stored in this one unified wave which revolves around the sun through the moon orbit- Now we have to ask (How Can This One Unified Wave Energy Be Increased?) by increasing its velocity through the time-

Let's try to see this picture more clearly

Suppose the planets move for one second- the planets motions energies will be stored in the one unified wave its velocity 205.8 km/s relative to the sun point (1 km/s)

Means this motion for one second contains the planets motions energies total for One second- but the planets motions energies are stored for long periods of time and not for one second- the increased energy causes to increase the one unified wave velocity

Means- the velocity 205.8 km/s is the minimum velocity of the unified wave, and the unified wave velocity is increased day after day by the increasing of the stored motion energy in the space- and the unified wave velocity is increased till reach to the speed of light (C=300000 km/s) because the energy reflection will square this speed and produce the Value (C^2) by which the light beam will be produced and by that the stored energy will be produced in light beam form (the sun rays) and that will cause to decrease the unified wave velocity to 205.8 km/s one more time.

Shortly

The machine main idea is, the unified wave velocity is increasing till be equal the speed of light while the sun point of space velocity (1 km/s) is NOT changed and by that the different velocity be = 300000 km/s = speed of light

Third

The energy is reflected in the solar system and the energy reflection causes to square the velocities- means- the different velocity = speed of light =C = 300000 km/s  will be squared and produce (C^2) and the light beam will be produced from this value (C^2)

Notice

The one unified wave is reflected three times in the solar system, by Pluto, by Saturn and by Venus- the reflection of energy caused to square the velocities, reflect the rates of time and the players in addition to many other effects are defined and proved in the paper in point no. (18)

(IV) The Gravitational Waves Relative Motion (More Analysis)

Here I need to put a defined summary for the relative motion

(A)

The relative motion depend on a different velocity= 300000 km/s= speed of light= C

If this different velocity is decreased with any fraction no light beam can be produced- means- we need the different velocity to be 300000 km/s Accurately 

(B)

The relative motion has 2 players- the unified wave motion its velocity (205.8 km/s), and this velocity is the minimum velocity because the unified wave velocity is increased by the stored motion energy day after day till the unified wave velocity be equal the speed of light = 300000 km/s = C

We know that- No motion can be done by any velocity higher than speed of light (300000 km/s = C) as Einstein stated BUT

My research proves there's a light beam moves by speed 1.16 million km per second

If this huge speed is found why the limit speed is 300000 km/s? Because

The solar system (Planets and space) are created from one energy and this energy is provided by one light beam and this light beam moves by speed 1.16 million km per second- BUT

The light beam (1.16 million km per second) created the space firstly before any planet creation- means- the light created the planets orbits at first before any planet creation and the light energy is consumed in the space creation process and the rest part of energy after the space creation is an energy moves by the known speed of light (300000 km/s = C)- the solar planets are created and moving based on this energy (light beam) which moves by the known speed of light (C=300000 km/s)

Means- the original speed 1.16 million km per second is used for the space creation and the solar system motions (planets and waves) depend on the known speed of light (C=300000 km/s) and by that No motion can be found by a speed greater than the known speed of light (C=300000 km/s) and that means – the unified wave velocity can be only equal the known speed of light = C=300000 km/s and can NOT be greater than it at any case.

Shortly

The unified wave velocity is increased from (205.8 km/s) day after day till be equal the speed of light = C= 300000 km/s and Can Not be greater than this velocity Never

(C)

The sun point of space velocity is 1 km/s

We understand clearly, the sun point of space velocity can cause to fail the solar system motion and can cause to destroy the solar system completely- why?

Because if the sun point of space is faster than 1 km/s the different velocity will be less than speed of light (C=300000 km/s) and the reflection of energy will NOT produce the Value (C^2) and NO light beam can be produced as a result

Means- the planets motions energies total will be still stored in the space without using and that will cause the serious risk for the solar system

Shortly- the sun rays is the very good outlet for the stored motion energy

For that we study the sun point of space in details in following

(V) The Analysis Of The Sun Position And Creation Data

How Can The Sun Point Of Space Velocity Be 1 km/s?

(1)

The planets revolve around a point in space (any point in space)- the revolution motion creates two velocities on both sides, the velocities are equal in value and opposite in direction- the total be Zero- and that means- the revolution motion creates a stationary point in the revolution center- the stationary point velocity is Zero approximately (1 km/s the sun point of space)

By that the relative motion is created between the unified wave 205.8 km/s and the stationary point (the sun point of space 1 km/s) while the sun point velocity is fixed and don't change (1 km/s) the unified wave velocity is increased from 205.8 km/s to reach the speed of light = C= 300000 km/s – that creates the different velocity = speed of light = 300000 km/s = C

(2)

The previous idea presents the fact as simple as possible but we need to see the fact details to help our understanding- for that I need to refer to the solar system creation theory in following

The solar planets and space is created from one energy and this energy is provided by one light beam and this light beam moves by speed 1.16 million km per second

The light created the planets orbits before any planet creation- and the light energy is consumed in the space creation process and the rest energy is an energy moves by the known speed of light (C=300000 km/s) – we can consider that- the rest energy is one light beam moves by the known speed of light (C=300000 km/s)

We can imagine the rest energy is similar to one wave moves in the sea – means- the original energy (1.16 million km/s) is consumed to create the sea and the rest energy is one wave moves through this sea-

Now the solar system is one energy (wave) moves by speed of light (C=300000 km/s)

The solar system needed to create a stationary point 

Means- the solar system needed to create a stationary point moves by Zero velocity

We understand that (It's impossible to create a stationary point)

Because

The solar system is similar to the sea of water and every thing is moving by the wave motion and no point can be stationary on the sea water- by that – no any stationary point can be found in the solar system- simply- impossible to find it  

For that- the solar system created this stationary point

The wave (300000 km/s) revolves around a point in space (any point in space) and the revolution creates two velocities which are equal in value and opposite in direction by that the total is Zero- means –the revolution motion creates a stationary point in its center- we understand that- this stationary point will be the sun point of space- by that the sun point of space is created as a stationary point its velocity (Zero approximately = 1 km/s)

But this picture is still incomplete

Because the speed of light 300000 km/s is a huge velocity and to create a stationary point, that means this speed is decreased to Zero approximately (=1km/s)

The decreasing of the speed of light (C=300000 km/s) to Zero is a difficult process

For that- the wave (300000 km/s) created small waves (which are the planets) because the planets velocities will be used as steps to decrease the speed of light (300000km/s) to Zero to enable the stationary point to be created-

This is a very important information because it tells the solar system has a compete system of velocities starts from the sun point of space its velocity (zero approximately = 1 km/s) and finishes with the motion by speed of light (C=300000 km/s) where the planets velocities are steps between the two velocities (two terminals)

Notice

The planets are geometrical points created on the same one light beam (one energy)- means- the light beam is similar to the sea of water and the planets are similar to ships sail on this sea of water- means- the planets motions depend on this light beam motion and by that the motion by speed of light (C=300000 km/s) is the motor by which the planets move- means- all planets motions depend on the light beam motion by speed of light (C=300000 km/s) and all planets velocities are created based on rates of time because of this fact- I explain that in details in the second branch of this discussion-

I want to say

The speed of light (C=300000km/s) is NOT strange from the planets motions, because all planets motions depend on the light motion and that means if the unified wave (the gravitational wave) moves by speed of light relative to the sun point that doesn't disprove the fact tells (the gravitational waves are produced by the planets motions energies) because all planets motions depend on the light beam motion and speed

Notice

The next data proves the previous idea

(205.8)^2 x 7.1 = 300000 km – let's explain this data

The distance 300000 km is passed by light motion in one second

7.1 is Lorentz length contraction effect for speed (0.99C)- means- if a particle its length 7.1 meters moves by speed (99% of speed of light =297000 km/s) the particle length will be contracted and be one meter only.

The previous data is produced by light motion without any planet motion effect 

The velocities rates create rates of time- for example- Mercury velocity =1.6 Earth velocity- based on the velocities rate the rate of time be created – the rate of time tells (one second of Mercury clock = 1.6 seconds of the Earth clock) by that the two planets move equal distances in the same period of time.

We know the velocity of the Sun Point Of Space Is 1 km/s

We understand clearly that, the geometrical design interested strongly to make the velocity of the sun point 1 km/s and never be faster- and we know the reason behind- because- the unified wave velocity is increased till be equal the speed of light (300000 km/s) and because the sun point velocity is 1 km/s that makes the different velocity to be equal speed of light = 300000 km/s and based on this different velocity the light beam is created- means- there's massive necessity to make the sun point of space to be = 1 km/s

Now let's ask- where the sun point velocity is 1 km/s and the velocities rates create rates of time – how can we define the unified wave velocity?  Let's look again to our equation (205.8)^2 x 7.1 = 300000 km

Let's change this equation as following (V)^2 x 7.1 = 300000 km

Can we define the velocity (V) in this equation?

Of course V= 205.8 km/s

I want to say, the unified wave velocity (205.8 km/s) is defined as a function in the speed of light based on 2 considerations which are (the sun point velocity is 1 km/s and the length contraction effect for 0.99C velocity is 7.1)

I try to prove, the planets velocities are defined as functions in the speed of light, that proves the planets motions depend on the light motion.

Notice–the unified wave (205.8 km/s) moves in 1461 seconds a distance= 300000 km- but we know 1461 days is the Earth cycle (365+365+365+366 =1461 days) that proves the planets depends on the light motion to define their velocities and orbital periods- I try to show that the solar system motion depends on the light beam motion-  

(3)

The previous explanation aimed to explain that, the sun rays creation depends on the different velocity between the unified wave velocity (205.8 km/s) and the sun point of space velocity (1 km/s) and the unified wave velocity is increased daily by the stored motion energy while the sun point of space velocity is NOT changed- by that- the unified wave velocity is increased till reach to the speed of light = C= 300000 km/s

(how can the unified wave velocity 205.8 km/s reach the speed of light 300000 km/s? this question will be answered later)

Here we see the great necessity to make the sun point of space velocity (1 km/s)- because – if this velocity is changed that will prevent to produce the light beam- means- the light beam production process depends on the velocity of the sun point of space- because the unified wave velocity can NOT be greater than the speed of light (C=300000 km/s)- that makes the velocity of the sun point of space the cornerstone in the light beam production process-

I try to show the geometrical importance to make the velocity of the sun point of space only 1 km/s and never be faster-

The designer paid so great attention and incredible interest for this point- because of its massive importance and effect- for that- the designer made the sun position in the sky and the sun creation data to depend on exact mathematical calculations and strict geometrical rules to guarantee its velocity Never to be faster than 1 km/s

Let's see some examples to explain that

Example No.(1)

We See The Sun Disc= The Moon Disc which enable the total solar eclipse to be occurred because

The sun diameter / the moon diameter= Earth orbital distance/ earth moon distance

Why does the diameters rate equal = the distances rate?

Example No.(2)

4900 mkm (Jupiter orbital circumference) = 1.39 mkm (the sun diameter) x 3475 km =12104 km x 406000 km = 12756 km x 384000 km = 6792 km x 2 x 363000 km

3475 km      = the moon diameter                 12104 km    = Venus diameter

12756 km    = The Earth diameter                6792 km      = Mars diameter

 363000 km, 384000 km and 406000 km are the distances between the Earth and its moon in perigee, orbital distance and apogee radiuses respectively

The previous examples show that the sun creation data and its position in the sky are defined based on accurate mathematical calculations- but why? and what's the useful result of these data proportionalities

The designer aimed to make the velocity of the sun point of space to be 1 km/s and He interested to guarantee that the velocity can Never be faster than 1 km/s – because any faster velocity than 1 km/s will destroy the chance of the light beam production- BUT

What's the relationship between the sun creation data and its velocity?

This question is answered by my planet diameter equation- the equation proves that the planet diameter is defined based on this planet velocity- for example- Neptune diameter is 49528 km because Neptune velocity is 5.4 km/s that shows the change in velocity can change the diameter (my planet diameter equation proves that strongly) and based on that, the sun diameter is effected by the sun velocity and vice versa for that reason these proportionalities are necessary to guarantee the sun point of space to be (1 km/s) and never be faster.

(4)

The sun rotation period is (25.4 days at equator) and the sun circumference is 4.37 million km- this motion velocity is 2 km/s

Means if the sun moves by 2 km/s, the sun will rotate around its axis one complete rotation in 25.4 days

This data should be a proof for my theory- because the sun real data shows its velocity is 2 km/s

Please Note-

The solar system geometrical design supposes the velocity of the sun is 1 km/s but the real velocity is 2 km/s – it is NOT small change in Value – it's a great change in the whole machine- but the machine still can produce a light beam spite of that

And to produce the light beam- the machine has to depend on (2 seconds) in place of (1 second) and for that the planets have to move a distance = (180000 million km) in place of the required distance (90000 million km)

because the required rate is (90000 million km per second) which is (C^2)  

I want to say- the change in the velocity of the sun point of space from (1 km/s) to (2 km/s) this change forces the solar planets to move (double distance) to create the light beam- I prove that in details later

The respectful reader can imagine what effects can be occurred if the velocity of the sun point of space be for example (15 km/s)-  such velocity will kill all chances to create any light beam in the solar system.

(VI) The Sun Nuclear Fusion Theory Is Wrong

There are three major critics against this theory

1st Critic (The Light Production Method)

The previous analysis shows how the sun position in the sky and its creation data is defined by accurate mathematical calculations and geometrical rules- these features are required to make the velocity of the sun point of space 1 km/s and to prevent it to be faster at any case-because- the faster velocity will decrease the different velocity to be less that speed of light which prevents the light beam to be produced 

That explains the importance of the proportionalities between the sun data and the planets data as we have studied before- BUT- these proportionalities have no effect in the sun nuclear fusion theory because the energy is produced from the sun mass by the nuclear fusion process - that shows the theory is so wrong because it didn't see the proportionalities between the sun data and the planets data which is helper features in the light beam production process-      

2nd Critic (The Light Source Of Energy)

While the planets revolve around the sun continuously and their motions produce energies- that makes the solar system very rich in the motion energy- means there's massive motion energy stored in the space- BUT – the sun nuclear fusion theory left this source of energy without using and invented some very strange source of energy (the sun mass)- while it's understandable that the motion energy can't be stored in the space forever without using-

Means- the sun rays is the very good outlet for the solar planets motions energies which is stored in the space- logically- the sun rays should be produced by the planets motions energies- otherwise the stored motion energy will cause continuous risk for the solar system-      

This is the same case with all stars- all stars rays are produced by their planets motions energies and No star uses the nuclear fusion process- this conclusion can be concluded simply by the analysis of the planet motion energy-    

3rd Critic (The Sun Corona Temperature)

The sun corona temperature is 5 million Kelvin but the sun surface is 5800 Kelvin

This fact puzzles the scientists (because they believe the sun rays is created by the sun nuclear fusion theory)

Simply the energy is NOT produced by the sun nuclear fusion- But the energy is produced by the planets motions energies- the energy is not produced from the sun body BUT the energy come from out into the sun body- The Sun Corona Temperature proves that the sun is NOT doing nuclear fusion to produce its rays – instead the planets motions energies total is used as the source of energy to produce the sun rays- that's why the energy out of the sun is greater than the energy inside the sun

(VII) The Theory Main Question

The main question asks

(How Can The Unified Wave Velocity 205.8 km/s be increased till equal the speed of light 300000 km/s?)

(i)

The unified wave moves by velocity (205.8 km/s) relative to the sun point of space (1 km/s)-

The planets motions use different rates of time where

(one second of the sun clock = 1461 seconds of the unified wave clock) 

Means- while the unified wave (205.8 km/s) moves a period 1461 seconds and passes a distance = 300000 km but the sun clock sees the consumed period as (one second) and by that the sun sees a distance = 300000 km is passed in a period one second and that creates different velocity = 300000 km/s = speed of light = C

(ii)

The increasing of the different velocity depends on the rates of time and Does Not use the usual acceleration process (as electron acceleration in lab)- means- the final speed (300000 km/s = speed of light) is achieved directly without graduation-  

I want to say

The unified wave velocity (205.8 km/s) is NOT increased gradually as to be (300 – 500- 800 – 2000 km/s) this graduation is NOT used to increase the unified wave velocity- because- the energy is added based on rates of time- let's use example-

The solar system rate of time tells (one hour of Mercury = 24 hours of any planet) this rate means- while one hour passes in Mercury clock, the planets clocks pass one solar day and the planets motions distances total equal 17.75 million km in this period of time – BUT- Saturn in the same period of time moves a distance = 20.1 million km  

That shows Saturn moves alone in the same period of time a distance greater than the planets motions distances total- because- the rate of time between Mercury and Saturn tells (one hour of Mercury clock = 24 solar days of Saturn clock)   

This data tells us

When all planets motions energies are added one another that will cause the unified wave to move by a velocity = (50% of speed of light = 150000 km/s) BUT when Saturn motion energy is added this speed be = (speed of light =C= 300000 km/s)

Means- the unified wave velocity is increased from (205.8 km/s) to speed of light (300000 km/s= C) by the rates of time using and without any graduation-

(ii)

Please note the graduation absence is very useful for the solar system motion-because- the velocity increasing by graduation can perform high velocities as (99% of speed of light) and these velocities are very harmful for the solar system motion and cause great negative effects on the solar system design- because – the high velocity (0.99C) can NOT produce a light beam but it causes to create the relativistic effects (length contraction- time dilation and mass increasing- all by Lorentz transformation) 

Specially the length contraction effect causes very negative effect on the solar system because it creates difficulties to gather the planets motions energies in one energy (one unified wave)- the contraction causes to scatter the energy and prevent to collect them in one energy (one unified wave)

Means- the designer used the rates of time method to increase the unified wave velocity from 205.8 km/sec to the speed of light (C=300000 km/s) and doesn't use the usual acceleration process to protect the solar system from the negative effects of the relativistic effects which are produced by high velocity motion

Notice (1)

Please note the relativistic effects are produced in the solar system spite the designer effort because of the negative effect of Neptune motion on the solar system as I explain in point no. (3) of this paper.  

Notice (2)

The planets motions depend on the rates of time since their creation- this fact is studied in details in the second branch of this study

(VIII) The Sun Is Created After All Planets Creation And Motion (The Proof)

Let's remember the planet velocity analysis 

DATA

We remember the rule (v1v2=322) (my 5th equation)– let's prove it

322 = 47.4 km/s (Mercury velocities)            x 6.8 km/s  (Uranus velocities)                    

322 = 35 km/s  (Venus velocity)                   x 4.7 km/s (Pluto velocity) x 2              

322 = 29.8 km/s (the Earth velocity)             x 5.4 km/s (Neptune velocities) x 2    

322 = 24.1 km/s (Mars velocity)                   x 13.1 km/s (Jupiter velocity)                

322 = (17.9 km/s)^2 (Ceres velocity)                               (Max error 2%)

DISCUSSION

the data tells

The Planets Velocities Are Defined Based On One Design

The Planets Are Added In Pairs In The Solar Group- Means- No Single Planet Can Be Added To The Solar Group

Now we have to ask Can We Add A New Planet To The Solar Group?

Let's answer in following - I add a new planet after Pluto

I suppose the new planet orbital distance to be =7000 million km

This new planet velocity will be 4.3 km/s (We define it by kepler law)

Now we need the complementary planet because of the rule (v1v2 =322)

(322 =4.3 x 75), means, the complementary planet velocity is 75 km/s   

Where can we find a planet its velocity 75 km/s? this planet must be in the distance between the Sun and Mercury –this planet orbital distance should be 23.2 million km

(57.9/23.2) = (75/47.4)^2  where

(57.9 million km = Mercury Orbital Distance) and (47.4 km/s) =Mercury velocity

Shortly – It's hard to add any planet in the distance between Mercury and the Sun- means- we can't add any new planet to the solar group because of the Sun existence.

But- How Could The Found Planets Be Added To The Solar System?

The Sun is created AFTER all planets creation and motion- means – after all planets be in their orbits the Sun is created- In details-The planets were created in their orbits and revolve around a point of space, before the sun creation, and later the sun is created in this point of space around which the planets revolve

Because - technically-  the Sun existence prevents to add any new planet to the solar system and also the Sun existence prevents any planet to change its orbit

(For example- Mars original orbit was between Mercury and Venus and Mars had migrated to its current orbit before the Sun creation And Mars couldn't return to its original orbit because of the Sun existence ) (Mars Migration is proved in the paper) 

Notice –

This analysis is another proof for my theory tells (The Sun Rays Is Created By The Planets Motions Energies Total And Not By The Sun Nuclear Fusion Process)

Shortly

The sun rays can NOT be created without the solar planets because the sun rays are created from the planets motions energies total – logically the planets are found and moving before the sun creation-

(xi) Can The Motion Be Transported Among The Planets?

(a)

Planet motion energy creates waves in the space and these waves move freely far from their source and can be reflected- these waves are the gravitational waves – and by these waves the energy is transported among the planets

(b)

The planet matter (is NOT rigid body) but it's similar to a whirlpool (or vortex)

found on the sea page- means- the space and matter both are created from the same one energy and move with this energy motion- but- the matter created a distinguish form for itself and moves by different velocity relative to the space motion- this is similar to a whirlpool found on the sea page- the whirlpool is distinguish in picture from the sea waves and its motion velocity is different from the sea waves velocity- 

based on this description

The energy is transported among the planets and the energy transportation causes to transport the motion among the planets- for that the motion is transported among the planets- let's use example for explanation

Suppose we have 9 whirlpools on the sea page, where these 9 whirlpools are found at distances from each other- can the motion be transported among them? Of course Yes 

With the sea water the motion is transported- and if we put some color (red or blue) on the sea water far from these whirlpools this color may pass through all these whirlpools which proves the motion and water are transported among them  

Shortly -the energy and motion is transported among the planets

Why do we need to discuss the motion transportation among the planets?

Because, the energy is transported among the planets and each planet motion helps the energy storing process by increasing its rate of time- by that- the unified wave rate of time is growing during the time till the stored energy be sufficient to produce the light beam- here the transportation of motion is important because the planets rates of time creates effects on the transported energy to increase its store capacity and causes to grow its rate of time. 

(c)

Let's member how the planet be created to see how the motion can be transported among the planets

The solar planets and space is created from one energy and this energy is provided by one light beam and this light beam moves by speed 1.16 million km per second

The light created the planets orbits before any planet creation- and the light energy is consumed in the space creation process and the rest energy is an energy moves by the known speed of light (C=300000 km/s) – we can consider that- the rest energy is one light beam moves by the known speed of light (C=300000 km/s)

We can imagine the rest energy is similar to one wave moves in the sea – means- the original energy (1.16 million km/s) is consumed to create the sea and the rest energy is one wave moves through this sea-

Now the solar system is one energy (wave) moves by speed of light (C=300000 km/s)

The solar system needed to create a stationary point 

Means- the solar system needed to create a stationary point moves by Zero velocity

We understand that (It's impossible to create a stationary point)

Because

The solar system is similar to the sea of water and every thing is moving by the wave motion and no point can be stationary on the sea water- by that – no any stationary point can be found in the solar system- simply- impossible to find it  

For that- the solar system created this stationary point

The wave (300000 km/s) revolves around a point in space (any point in space) and the revolution creates two velocities which are equal in value and opposite in direction by that the total is Zero- means –the revolution motion creates a stationary point in its center- we understand that- this stationary point will be the sun point of space- by that the sun point of space is created as a stationary point its velocity (Zero approximately = 1 km/s) -But this picture is still incomplete

Because the speed of light 300000 km/s is a huge velocity and to create a stationary point, that means this speed is decreased to Zero approximately (=1km/s)

The decreasing of the speed of light (C=300000 km/s) to Zero is a difficult process

For that- the wave (300000 km/s) created small waves (which are the planets) because the planets velocities will be used as steps to decrease the speed of light (300000km/s) to Zero to enable the stationary point to be created-

This is a very important information because it tells the solar system has a compete system of velocities starts from the sun point of space its velocity (zero approximately = 1 km/s) and finishes with the motion by speed of light (C=300000 km/s) where the planets velocities are steps between the two velocities (two terminals)

Means

The planets are geometrical points created on the same one light beam (one energy)- means- the light beam is similar to the sea of water and the planets are similar to ships sail on this sea of water- means- the planets motions depend on this light beam motion and by that the motion by speed of light (C=300000 km/s) is the motor by which the planets move- means- all planets motions depend on the light beam motion by speed of light (C=300000 km/s) and all planets velocities are created based on rates of time because of this fact- I explain that in details in the second branch of this discussion-

Here we see clearly the planets creation process define the planets are geometrical points on the same light beam (or whirlpools on the same sea page), and that enable the motion to be transported among the planets-

2nd Branch/ The Analysis Of The Source Of Energy From Which The Sun Rays Is Created 

(x) The planets motions use different rates of time

The Solar Planets Aim To Store The Planets Motions Energies Total In One Unified Wave Revolves Around The Sun Through The Earth Moon Orbit

(1)

It's very important to understand the main concept behind the solar system motion- the solar planets motions aim to store their motions energies in one unified wave (or one energy)- by that- the planets motions design prevents to scatter the motions energies and works to collect all of them in one energy (one unified wave)

The solar system is an accurate system works basically to collect all motions energies into one energy- the system protects the energy from scattering as a creature protects itself from bleeding-

We know this one energy- which is the one unified wave revolves around the sun through the moon orbit and moves by the velocity 205.8 km/s where this velocity is increased with the time till reach to the speed of light (300000 km/s)

Shortly

The solar planets motions aim to store all motions energies in this one unified wave and by these motions energies the wave velocity is increased 

The behind concept is a simple one- because – the solar system needs to collect the motions energy in one unified wave energy to store all energy in one point and by that the energy can be sufficient to produce the light beam which is the useful result of the planets motions- the energy scattering will destroy the ability to produce a light beam

BUT

How can the planets motions energies be stored into one unified wave? and how can the energy be accumulated in that one energy (one unified wave)?

The planets motions use different rates of time – each planet motion uses different rate of time and this rates of time causes to increase the energy store capacity which enable the energy to be sufficient to produce a light beam

Example No.(1)  Mercury velocity = 1.6 Earth velocity- this velocities rate creates a rate of time which is (one second of Mercury clock = 1.6 seconds of the Earth clock) by that the two planets move equal distances in equal periods of time

The example explains the rate of time creation and how to use- but- this is a very simple form of the rate of time using

Shortly

The solar system cornerstone is the rates of time using- because – the solar system Major job is to store the motion energy- the idea behind is very simple- because

The planet motion energy is so small and the sun rays production needs massive energy- for that- the energy storing is the method to produce the light beam by using the planets motions energies- there's NO any other Method except (The Energy Storing And Accumulation During The Time)  

And the rate of time is the method by which the motion energy is stored- let's use another example

Example No.(2)  Suppose One Second Of The Sun Clock = 1461 Seconds Of The Unified Wave Clock-

(The Unified Wave Clock = The Earth Clock = Jupiter Clock = Any Planet Clock Except Mercury and Saturn)  

Now we supposed 1 s Of The Sun Clock = 1461 s Of The Unified Wave Clock-

Based on that, the unified wave (205.8 km/s) will move during 1461 seconds a distance = 300000 km but the sun clock sees only (one second)- by that – the different velocity will be 300000 km/s

Means- while the unified wave moves by the velocity 205.8 km/s and every one sees this velocity is a fact- after -1461 seconds- this velocity will be 300000 km/s based on the sun clock–means- only the people live in the sun see this velocity 300000 km/s – but the people live in the unified wave will always found the velocity is 205.8 km/s 

means-the different velocity (for the sun) will be equal= speed of light = 300000 km/s

Briefly-the planets moves a distance in a period 1461 seconds but the sun use the energy in one second and that enable the light beam production process

Shortly- the rates of time using is the method to store the motion energy 

(2)

We should notice that-

The planet data is used as rates of time- means- the planet velocity, rotation period, orbital period, orbital inclination, axial tilt, diameter and mass – all data is used as rates of time in one complete system- we should study that in details

I want to say

The planet data is one group works as rates of time to store the motion energy- this is similar to the energy on the Earth- we have different types of energy (wood- oil- gas- electricity- magnetism- nuclear- sun rays- food) different forms of the energy all of them have similar contents and can be used in place of one another but still they have their specific properties- similar to that- all planets data is used to store the energy and each data is used by different method –for example – the planet velocities rates create rates of time – as we have seen –

Mercury velocity = 1.6 the Earth velocity by that one second of Mercury clock = 1.6 seconds of the Earth clock -  

But- the orbital inclination also is used as a rate of time- for example- Mercury orbital inclination is 7 degrees – it tells (one second of the Earth clock = 7 seconds of Mercury clock) because the orbital inclination is based on the Earth ecliptic- both data are used as rates of time but in different situations-

Notice

The previous examples show there are different rates of time between the same two planets- in fact there are many rates of time between any two planets- why and how?

The point is, the rate of time is growing- as we have seen- Mercury velocity =1.6 the Erath velocity that creates a rate of time (one second of Mercury clock = 1.6 seconds of the Earth clock)- this is a rate of time- but the used rate for the speed of light was (1=1461) as we have seen (one second of the sun clock = 1461 seconds of the wave clock)- that shows the rate of time is growing and the planets help each other to perform this rate of time   

Here we can imagine the planets are similar to players in some football match and they sent the ball among themselves- here the ball is the unified wave energy (205.8 km/s), this wave is transported among the planets till reach to the moon orbit and each planet motion helps to increase this wave rate of time because this increasing will cause to increase the stored energy and increase the wave velocity

I want to say-

The rate of time is Not a property of the planet but its feature of motion and any motion in the solar system has a rate of time- and the solar planets motions aim to increase the unified wave rate of time till produce the required one (1=1461)

We should notice that- no any planet velocity is 1461 km/s and that means this rate is created by accumulation of small rates of time and that caused all planets to share in this process- Saturn still is the most important planet and causes the greatest effect- but all planets share by their motions and their motions cause to create the required rate (1=1461)

Please note- the rate (1=1461) is used to enable the unified wave to move by speed of light (C=300000 km/s) But the sun rays is created based on the value (C^2) that means this value (C^2) caused to square the rate and makes it (1= 1461^2) which means (1=2134521) – based on this rate of time the sun rays is created

Notice

The rate of time depends on the velocities rate (v1/v2)

The energy reflected 3 times in the solar system and that caused to create the rate of time (v1/v2)^3– by this rate the planets orbital periods are defined

The planet orbital period equal one solar day of the sun clock and by that all planets orbital periods provide the same (real) period of time and all of them create rates of time among themselves

The planet diameter is a period of time – this fact is proved by my planet diameter equation and confirmed by Saturn data analysis (Point no. 3)

(3) The Rate Of Time Creation

The solar system (Planets and space) are created from one energy and this energy is provided by one light beam and this light beam moves by speed 1.16 million km per second- BUT

The light beam (1.16 million km per second) created the space firstly before any planet creation- means- the light created the planets orbits at first before any planet creation and the light energy is consumed in the space creation process and the rest part of energy after the space creation is an energy moves by the known speed of light (300000 km/s = C)- the solar planets are created and moving based on this energy (light beam) which moves by the known speed of light (C=300000 km/s)

Also -the planets are geometrical points found on this light beam and move by its motion- by that- this light beam is similar to the sea of water and the planets are similar to ships sail over the sea- and the ships move by this sea waves motion-

Also the planets are similar to carriages in one train- but the train engine is the light motion by that the only motor under all motions in the solar system is the motion by speed of light 300000 km/s- means- all planets should move by speed of light because all motions are done depends on the light beam which moves by speed of light

Now We Have To Ask- How Can The Planets Move By These Low Velocities? 

Because the planets motions use different rates of time- for example- one second of light clock = 6300 seconds of Mercury clock by that Mercury moves in one second (=6300s) a distance = light motion distance in one second-

Shortly- all planets velocities are defined based on rates of time-

Let's remember our example

Mercury velocity =1.6 the Earth velocity – that causes – one second of Mercury clock = 1.6 seconds of the Earth clock- why is this necessary? Because- Mercury and the Earth are carried on the same one light beam- the light moves one motion and passes one distance in one period of time- by that the two planets should move the same motion and pass the same distance in the same period of time- that's why it's necessary the two planets move equal distances in the same period of time.

(xi) The Planets Rates Of Time Analysis

(i)

The Rate Of Time Effect

The rate of time controls the moving energy rate-

For example (One Hour Of Mercury Clock = 24 Hours Of Pluto Clock)

What does that mean?

It means, Pluto motion energy (for 24 hours) can be used by Mercury in (one hour)

Here

The solar system is similar to a river of water and the planets are similar to places found on this river -each place properties are defined by the water motion effect- means- the solar system is one energy moves from a point to another-

The rate of time defines the amount of transported energy among these points-

Let's try to make this explanation more clear

The energy is transported among the planets and the amount of energy is defined by the rates of time- because- the energy transportation necessitates to transport the motion among the planets and the motion transportation caused to transport the rates of time among the planets-

Imagine we have a river of water and on these river there are 9 whirlpools (vortex) on the water pages- the river water pass through these 9 whirlpools and the moving water transport the motion among them-

The rate of time defines the amount of water (energy) which is transported from one whirlpool to another- that explains how the rate of time works

This idea will be explained and proved strongly in of this discussion

(ii)

The Solar Planets Basic Rates Of Time

Let's remember the basic rates of time

(one hour of Mercury clock = 24 hours of any planet clock) and

(one hour of Mercury clock = 576 hours of Saturn clock)

That causes

(one hour of any planet clock = 24 hours of Saturn clock)

This rate of time is defined by Mercury motion effect And

The major rate of time between the planet and light motion is

(one second of light clock = one solar day of the planet clock)

This rate is a complex one because there are 2 velocities of the light (as I proved) 

The original velocity 1.16 million km per second and the known velocity 300000 km/s

Means

(one second of light 1.16 mkm/s   = one solar day of the planet clock) and

(one second of light 300000 km/s = one solar day of the planet clock)

That causes the rate of time (1=24) to be so necessary to create the harmony between the planets and light motions- for that this rate (1=24) is used by Mercury motion 

Notice

The rate of time is defined basically by the planets velocities as explained before – for example - Mercury velocity = 1.6 the Earth velocity- means – one hour of Mercury clock = 1.6 hours of the Earth clock

But the solar system energy is reflected three times in the solar system, and each reflection causes to square the velocity, by that, the rate of time (v1/v2) be growing to be (v1/v2)^3

That explains why the planets orbital periods rate = (their velocities rate)^3

Also all other planets data is worked as rates of time-

Means- the rate of time is created by the velocities rate but the rate of time can be increased by different methods and the energy reflection is one method only- means – all planets data are used as tools for the rate of time system

The Conclusion

The previous analysis shows that, the Sun Is Not Doing Nuclear fusion to produce its rays instead the planets motions energies total is used to produce the sun rays- but we still need to ask 

Why is Saturn the most important player behind?

The main rates of time are

(one hour of Mercury clock = 24 hours of any planet clock = 576 h of Saturn clock)

That causes

(one hour of any planet clock = 24 h of Saturn clock)

This rate of time is changed slightly by the velocities effect to produce the nest rate

205.8 km/s = 9.7 km/s (Saturn velocity) x 21.4 second

205.8 km/s = the planets velocities total

The data tells

(one hour of any planet clock = 21.4 h of Saturn clock)

And Saturn created its rotation period (10.7 h) based on this rate (21.4 = 2 x 10.7 h)

The data shows- Saturn has the smallest rate of time in the solar system and by that Saturn moves more than any other planet- in fact

In the same period - Saturn moves a distance = all planets motions distances total 

Shortly

The sun rays is created by the planets motions energies BUT Saturn motion alone provides (50%) of all this energy – that makes Saturn the most important planet in the solar system -and because of that- Saturn motion provides the greatest rate of time in the solar system and based on this rate of time the sun rays is created

Shortly

The sun rays creation depends directly on Saturn motion because Saturn provides (50%) of all provided energy for the sun rays and because Saturn motion creates the rate of time based on which the energy can be stored to produce the sun rays

Saturn is the motor behind the sun rays creation process –

I analyze Saturn data in details in point no. (3) of the paper because Saturn data proves that – The Planets Motions Causes To Create The Sun Rays Clearly

The Paper hypotheses

The paper provides 4 hypotheses with their explanations and proves – let's provide them in following

Hypothesis No. (1)

The space is created from one energy and this energy is provided by a light beam moves by a speed 1.16 million km per second – the speed is registered in the created space proves the speed is a fact.

Hypothesis No. (2)

The Gravitational Waves Are Produced By The Planets Motions Energies And Not By The Sun Gravitational Field– Moreover- The Sun Does NOT Produce A Gravitational Field And It Has No Massive Gravity- 

Hypothesis No. (3)

Mars original orbit was between Mercury and Venus and Pluto was The Mercury Moon (Pluto size was equal Mercury size) But these two planets had migrated from their original orbits as a result for a collision- the planets migration caused a risk for the solar system geometrical design- Uranus and Jupiter the Two planets worked to repair the solar system design– that caused Jupiter orbit to be the main orbit in the solar system design- Jupiter orbit proves the speed 1.16 million km per second is a fact.   

Hypothesis No. (4)

The Sun Is a phenomenon created by the planets motions

The sun rays is created from the gravitational waves motions energies and the gravitational waves are produced by the planets motions energies-

Based on that 

The Sun Is A Phenomenon Created By The Planets Motions

And

The Sun Is NOT Doing Nuclear Fusion To Produce Its Rays- instead- The Planets Motions Energies Total Is Used To Produce The Sun Rays

The Sun Is Created After All Planets Creation And Motion –

Means

The Planets Are Created And Moving In Their Orbits Around A Point Of Space Before The Sun Creation- And The Sun Is Created On This Point Of Space around which the planets revolve –

And

No Planet moves by The Sun Gravity (Newton is Wrong) –

And

The Sun Doesn't Produce A Gravitational Field (Einstein Is Wrong)

And

The Sun Is A Phenomenon Created By The Planets Motions– means-The Sun creation and death depends on a cycle – means – after this current sun death another sun will be created for the solar system.

The Hypotheses Explanation

The abstract provides the hypotheses explanation and the paper provides their proves and discussions- In following the hypotheses will be explained in details 

NOTICE –

The creatures and all matters on the Earth are created from the sun light energy and the sun light speed is 300000 km/s, because of that, the creature realization is limited to the speed 300000 km/s and can't realize the original speed (1.16 million km per second) that means the speed 300000 km/s is a limit for the creatures realization and not for the universe design.   

Hypothesis No. (1)

The space is created from an energy and this energy is provided by a light beam moves by a speed 1.16 million km per second – the speed is registered in the created space which proves the speed is a fact

The Hypothesis Explanation

I- The Space Is Created By One Light Beam Energy- And This Light Beam Speed Is 1.16 million km per second

I-1 Preface (the main idea)

I-2 The Space Creation Method (the distances are one network)

I-3 Light Coherence between light (1.16 million km /s) and light (300000 km/s)

I-4 The Matter definition (based on my planet diameter equation)

I-5 The Planets Creation

I-6 Can The Time Machine Be A Fact?

The Hypothesis Proves

I-7 The Proves Logic Analysis

I-8 Planet Velocity Is A Function In A Speed = (1.16 million km /s)

I-9 Planets Orbits Are Defined By A Motion Its Speed = (1.16 million km /s)

I-10 Jupiter distances are defined by a motion by a speed = (1.16 million km /s)

I-11 The Solar System Geometrical Design Proves The Hypothesis

I-12 The Solar System Distances Analysis Prove The Hypothesis

I-13 Deep Analysis For The Planets Orbits

1-14 Light defines each planet orbital period

I-15 Can Planet Diameter Be Used As A Period Of Time

I-16 Mercury Orbit Analysis

I-17 The Planets Data Is Created By The Light Motion Directly

I-18 Light Defines Each Planet Rotation Period

I-1 Preface (The Main Idea)

The solar system (planets and distances) is created from one energy and this energy is provided by one light beam and this light beam moves by speed (1.16 million km/s)

The space is created before the planets creation-

Let's write the whole story in following

The light beam (1.16 million km per second) started its motion from Mercury orbit moves toward Pluto orbit– by that– we consider Mercury orbit is the origin point-

Now- we should notice- No planet is created yet- the motion from Mercury orbit to Pluto orbit defines the motion direction- and No planet is created before this motion end nor during this motion- the planets will be created after this motion is finished means when the light 1.16 million km per second reaches to Pluto (orbit)- after this event – the planets will be created –as I will explain later  

Notice

The light (1.16 million km per second) creates the distances by its motion- means- the light moves from Mercury point to Venus point– the distance from Mercury to Venus was not found and is created only by the light motion through it for first time- means – before the light motion this distance was NOT found- It's found after the light moves through this distance for first time-    

This is similar to the blood motion through the arteries, the blood creates these arteries and the blood moves through these arteries, but the blood created these arteries with its first motion and that needed energy- but – after the arteries creation the blood move through them without any energy is required- means- the first motion is the most important one because by it the arteries are created

Shortly- The space is created from the energy of this light beam its speed 1.16 million km per second – NOW- after the Space creation- the light beam energy is decreased because of the energy consumption in the space creation process- and the rest energy is one light beam its speed is (C=300000 km/s =the light known speed) – But - We understand that- it's the same one light beam- its speed was 1.16 million km /s before the space creation- and the light created the space and that caused to consume the light energy and that caused to decrease the light speed to be 300000 km/s

Shortly- the light beam started its motion from Mercury (orbit) with speed 1.16 million km /s and reaches to Pluto (orbit) with a speed 300000 km/s because of the energy consumption in the space creation process  

Let's give example to explain this idea

Imagine we create A Sea Of Water- we use energy to create this sea of water- now we have some energy and we use this energy to create this sea of water- BUT- our energy is NOT spent completely But there's a small part still rest with us – this small part of energy is used to create one wave moves through this sea and this wave speed is 300000 km/s (I suppose the space is similar to the sea of water)

Now – the rest energy is found in one light beam its speed 300000 km/s and this light beam is found NOW in Pluto Orbit – and this light beam will be reflected from Pluto orbit toward the inner planets– means- the rest energy will move in the reflected direction to the original light motion direction.

This idea will be explained in details in the next point- shortly

The light beam (300000 km/s) will be reflected from Pluto toward the inner planets

AND  the light 300000 km/s will meet the original light beam (1.16 million km per second) in the origin point (in fact – beside the origin point) and there's a coherence of light is done between the light beam (300000 km/s) and the light beam (1.16 million km per second) – this coherence of light is proved strongly- we have to ask (how can that be possible while the light beam 1.16 million km /s is consumed and the new light beam 300000 km/s is the rest energy? how this light beam (300000 km/s) can meet the original one (1.16 million km per second)? in points no. (I-3) and no.(I-6) I answer this question.

Notice (1) I suppose the rest energy is a light beam its speed is (C=300000 km/s) but this idea is for simplicity- the rest energy can be in any wave form its speed (C=300000 km/s) – no necessity to be in visible light beam form

It's simply energy moves by the known speed of light (C=300000 km/s)

Notice (2)

All Planets Orbits Are Defined Before Any Planet Creation-

The light used the distance from the sun to Pluto as one area and create one geometrical design for this area before any planet creation 

Notice (3)

The planets are created from the rest energy its speed (300000 km/s) – means- the space is created by the light 1.16 million km per second and the energy is consumed in the space creation and the rest energy is one light beam its speed 300000 km/s (or one wave moves by the known speed of light C=300000 km/s) – the solar planets are created from this one wave its speed 300000 km/s and that means all planets orbit are created and defined before any planet creation

Notice (4)

The Sun Is Created After All Planets Creations And Motions

The sun is a phenomenon created by the planets motions energies total

The sun doesn't produce a gravitational field and doesn't have massive gravity

Logically – No planet moves by the sun gravity

(The Planet Moves With The Energy From Which The Planet Is Created – Newton is wrong- later we discuss the proves)

Notice (5)

The child (fetus) inside his mother is created by the blood motion- the blood motion creates arteries for this child and through these arteries the blood moves also but the arteries themselves are created by this same blood motion- Similar to that- the distances are created by the light motion energy and the light moves through these distances also but originally these distances themselves are created by the light motion energy-  means the distances creation is done with the first time of the light motion through them - that required energy- but after the distances are created no more energy is required- the light (or planet) can pass simply through these distances

I-2 The Space Creation Method (the distances are one network)

Data

778.6 = 1.16 x 671

721    = 1.16 x 621

629    = 1.16 x 543

543    = 1.16 x 468

5906  = 1.16 x 5127

These numbers are distances in (million km)

778.6, 721, 671, 629, 551 are Jupiter distances to the sun, Mercury, Venus, Earth and Mars respectively- 5906 and 5127 Pluto distances to the sun and Jupiter respectively     

468 = 936 /2 where (940 million km = the Earth orbital circumference)

Discussion

(1)

The previous data tells us how the light beam motion creates the distances-

Simply the light uses a distance as (a period of time) and travels through this period another distance- that can be understood clearly from Jupiter distances- let's look deeply as possible

The light beam (1.16 million km per second) uses the period 629 seconds to pass a new distance = 729 million km (Mercury Jupiter distance is 721 million km error 1%) – where 629 million km = Jupiter Earth distance

Also  

The light beam (1.16 million km per second) uses the period 671 seconds to pas a new distance =778.6 million km (Jupiter orbital distance) 

where 671 million km = Jupiter Venus distance

by this method the light creates the distances based on each other- and that makes all distances to be created depends on one another and that makes all distances in the solar system to be One Network where all distances are created based on the same One Geometrical Design

(2)

The data shows the creation method- and we understand that- the distance 551 million km (Jupiter Mars Distance) is created firstly and the light (1.16 mkm/s) used this distance as a period of time (551 sec) and the light travels during this period a distance =(639 million km where 629 million km is Jupiter Earth distance error 1.5%) and then the light uses the new distance (629 mkm) as a period of time (629 sec) and the light travels during this period a distance = (729 million km – where 721 million km = Mercury Jupiter distance – error 1%)

The data shows the method clearly and we understand the light original motion started from Mercury orbit to Pluto orbit because the distances are created based on one another in that direction of motion as explained clearly

(3)

New data NO. (1)

2723 sec x 2 x 300000 km/s = 1622 million km – where

2723 million km = Uranus Earth Distance

1622 million km = Uranus Neptune Distance

The data shows- the light beam its speed (C=300000 km/s) is in proportionality also with the created distances but this proportionally is found in Reflected Direction

Logically, The light can NOT move from Uranus to Neptune and after that the light returns to move from Uranus to the Earth- it's simply reflected direction  

The distances are NOT created by the motion of this light beam (300000 km/s) – but the distances are created by the motion of the original light beam (1.16 million km per second) but the proportionality between the distances with the light (300000 km/s) is found because there's a proportionality between the original one (1.16 million km per second) and this light beam (300000 km/s) – AND 

Because the light (300000 km/s) moves in the reflected direction of the original light beam (1.16 million km per second) that causes the proportionality between the distances and the light (300000 km/s) be in a reflected form

New data NO. (2)

2094 sec x 300000 km/s = 629 million km

2094 million km = Uranus Jupiter distance

629 million km   = Earth Jupiter distance

The light (300000 km/s) moves in reflected direction- for that- the distance 2094 million km is used as a period of time to pass a new distance (629 mkm)

The data proves the idea clearly

Notice (1)

The proportionality between the light (1.16 million km/s) and the light (300000km/s) will be discussed in point no. (I-3)

Notice (2)

In Point (**) I prove the gravitational waves are produced by the planets motions energies- and I prove that – the planets motions energies move toward Pluto and this energy is reflected from Pluto toward Venus- this fact is proved by powerful data and proves- for that – I don't explain in details the light motion trajectory from Pluto toward the inner planets because this motion trajectory is studied in details in the hypothesis No. (2) of this discussion- understandable that- the planets motions energy trajectory is the same trajectory the light moves through it – means this trajectory is studied in details and powerful proves in point no. (**)

Notice (3)

Jupiter Distances Analysis shows that Jupiter orbit is the central orbit for the light (1.16 million km per second) based on which all planets orbits are defined.

But – this is not the first creation case –

The light (1.16 million km per second) created the planets orbits based on each other starting from Mercury orbit moves toward Pluto orbit – this is the fist creation case – and this fact is proved strongly in point no. (I-9*)

BUT

Mars had migrated from its original orbit (Mars original orbit was between Mercury and Venus) and Pluto had migrated also (Pluto Was The Mercury Moon revolves around Mercury and Pluto size was equal Mercury size)

The planets migration caused a serious risk for the solar system geometrical design- Uranus was the first planet tried to repair the solar system geometrical design and to save it- by that

Uranus created a vertical effect on Jupiter orbit to fix Jupiter in its orbit and prevent it to migrate with the migrant planets- and based on Jupiter orbit the other planets orbits are modified – that supported the solar system original design and saved it which causes to protect the geometrical design from the destruction.  

As a result

That causes Jupiter orbit to be the most important orbit in the solar system- the paper third hypothesis explains the planets migration and Jupiter orbit analysis is done with the solar system design analysis (I-11*)

I-3 Light Coherence between light (1.16 million km /s) and light (300000 km/s)

(1)

The Coherence Of Light

The previous explanation told us that we have 2 light beams-

The original light beam its speed (1.16 million km per second) and it started its motion from Mercury orbit to Pluto orbit (where Mercury orbit is the light motion origin point) – and this light beam created all distances in the solar system and lost its energy in the space creation process and the rest energy is one light beam its speed is (C=300000 km/s)

The other light beam is the rest energy- its speed is (C=300000 km/s) and it moves in a reflected direction from Pluto toward Venus and Mercury-

Now – we have a coherence of light between these two light beams- the coherence is proved by powerful proves BUT firstly we have to ask (how can this coherence be occurred)? Because the original light (1.16 million km/s) is consumed and its energy is used already and the rest energy is this light its speed is (300000 km/s) - HOW can the light (1.16 million km/s) meet the light (300000 km/s)??

Imagine we have (116 dollars) and we spent all money except (30 dollars)- how can this (30 dollars) meet the original money (116 dollars)??

Let's write the answer

Suppose the light beam (300000 km/s) moves in the reflected direction (in the space) and also (in the time) – that can enable the light (300000 km/s) to meet the original one (1.16 million km/s) in the past and the coherence will be done there in the past- and we see the coherence results and effects on the solar system -

Means – the light (300000 km/s) moves into the past and found the original light (1.16 million km/s) in the past

Notice No. (1)

The original light beam (1.16 million km/s) can NOT move toward the future to meet the light (300000 km/s) because in the future the original light beam (1.16 million km/s) is NOT found –by that – the coherence can't be occurred in the future - But – the light (300000 km/s) can move into the past because this light beam (300000 km/s) was found in the past because it's a part of the original light beam (1.16 million km/s)

Notice no. (2)

I prove the coherence is done by powerful proves- that tells- this idea is a fact–means- there's a strong proof tells (in fact the light beam 300000 km/s moved into the past) and if we can use this feature practically we can get photos from the past events and by that we can have photos from the catastrophe which killed the dinosaurs and know much better about what had happened really in that time - This can be a real machine of time – the light motion into the past is a strong method to perform this invention. 

Notice no. (3)

Why Can NOT We Move Into The Past As We Move Into The Future?

This question is answered in point no. (**)

(2)

The Light Coherence Proves

First Proof

The planets order is typical to the interference of Young –

In the double slits experiment, Young Interference is consisted of bright fringes and dark fringes - If we consider planet diameter is equivalent to bright fringe – we will see that- the planets order is typically to Young interference because

Jupiter (the greatest fringe) is in the middle and the fringes width is decreased gradually on both sides – typically to the planets order

Notice / I have proved that (Mars original orbit was between Mercury and Venus) if we restore Mars to its original orbit the order will be typical to the Young Interference

(I prove this fact in point no. **)

Second Proof

The planets velocities are defined based on the speed (1.16 million km per second) and the planets velocities analysis shows the speed (300000 km/s) is the planets motions limit- means- the planets velocities are defined based on both velocities (1.16 million km per second) and (300000 km/s) I prove this fact in point No. (**)  

Third Proof

The light coherence defines the solar day period (24 hours) which is the solar system design cornerstone 

(1.16 /0.3) x 2π = 24.3

By this equation the space and time are created- the equation tells–the space is created in curves (2π) and the time is created in units each unit is (24 hours) 

Please note – the solar system geometrical design depends on the light motion in a solar day (24 hours = 86400 seconds) 

The light (1.16 million km per second) moves in a solar day (86400 seconds) a distance  = 100733 million km (= the planets orbital circumferences total)

Fourth Proof

The planets data prove there's a speed (1.16 million km per second) found in the solar system but the sun light beam moves by speed (300000 km/s) that tells the two speeds are facts and found in the solar system and the coherence between them is a logical result

The hypothesis proves discuss many powerful proves for this fact-

Notice- the coherence of light is a very important fact because it tells the light (300000 km/s) moved into the past and by that gives us a proof for the motion on the time axis- for that – many powerful proves support this fact.

I-4 The Matter definition (Based On My Planet Diameter Equation)

(1)

Let's remember my planet diameter equation

Planet Diameter Equation (v1/v2)= (s/r)= I

v = Planet Velocity                                                          

r = Planet Diameter

s= Planet Rotation Periods Number In Its Orbital Period

I= Planet Orbital Inclination        (example, 1.8 degrees be produced as a rate 1.8)

v2, s, r and I are belonged to one planet and v1 is belonged to another planet

The planet (v1) is defined by test the minimum error 

Earth Equation uses Neptune velocity

Mars Equation uses Pluto velocity

Jupiter Equation uses the Earth moon velocity

Saturn Equation uses Mars velocity

Uranus Equation uses Neptune velocity (As Earth)

Neptune Equation uses Saturn velocity

Pluto Equation uses the Earth moon velocity (As Jupiter)

(The Equation works from The Earth To Pluto) (the discussion explains the reason)

Example

Neptune Equation (89143 /49528) = 9.7/ 5.4 =1.8         

89143          = Neptune rotation periods number in Neptune orbital period

49528 km    = Neptune diameter

9.7 km/s      = Saturn velocity

5.4 km/s      = Neptune velocity

59800 days = Neptune orbital period (and Neptune rotation period =16.1 hours)

1.8 degrees = Neptune Orbital Inclination

(the equation is proved and discussed in details in point no. **)

(2)

Can We Define The Matter Nature Based On My Planet Diameter Equation?

The equation tells, the matter is created based on its motion! means Neptune diameter is 49528 km because Neptune velocity is 5.4 km/s!!

That tells the motion with velocity 5.4 km/s is defined before Neptune diameter is created! Can we understand such definition for the matter nature? let's try

(A)

The Matter Nature

The space and matter are created from the same original energy and they move with this original energy motion- BUT the matter has a distinguish picture and different velocity from the space picture and velocity (notice- The Gravitational Waves Prove That The Space Has A Motion)  

If we suppose the space is similar to the sea of water, the matter be similar to a whirlpool or a vortex found on the sea page- means- the matter is a geometrical design has a distinguish picture from the space- as the whirlpool, it's created from the sea water but it has a distinguish picture from the sea waves picture

Means

The whirlpool is carried by the waves motion- and- the matter is carried by its original energy and moves with it- No Mass gravity is required for the matter motion- means- the matter is MOVABLE by nature.

Also

The whirlpool dimensions are defined by the water motion - for example- we have a whirlpool its diameter is (2 meters)- this diameter is defined by the sea water motion features (velocity, pressure and other motion features) by that- the water motion analysis explains how the whirlpool dimensions are created

Also- the whirlpool is created but the creation requirements are needed every day- means- even if this whirlpool is found since years it can be changed immediately if the water motion features are changed- means- the whirlpool creation process is NOT a historical one.

Also- the matter is similar to a creature muscle, the muscle is found based on the blood motion and without this motion the muscle can be changed or removed.

Shortly

The Original Energy Was Found In Motion By Itself (As Moving Light Beam)

From This Moving Energy The Planet Matter Is Created

The Created matter dimensions are defined by the features of this original energy motion (means the planet creation data is defined by the energy motion features)

After the planet creation- The Planet Moves With This Original Energy – means- the created planet moves a motion depending on the motion of this original energy because the planet moves with this original energy motion- and – the planet moves by this original energy motion (No mass gravity is required to cause the matter motion)

The planet creation data is in full harmony with its motion features- this fact is produced logically because the planet data is defined by the original energy motion features.

This explanation tells (Neptune diameter is 49528 km because Neptune velocity is 5.4 km/s)

Example For Explanation

We agreed that the space is similar to the sea of water and the planet (matter) is similar to a whirlpool found on the sea page-  this picture explains the idea clearly- because

We see the whirlpool doesn't move by the sea water waves velocity but by another velocity and that shows a distinguish in form and motion between the whirlpool (the planet) and the sea waves (the space)- BUT- the whirlpool dimensions are defined based on the sea water motion features- and if the motion features are changed the whirlpool dimensions will be changed also- also the whirlpool moves by the sea water motion even with a different velocity relative to the sea waves velocity but the whirlpool motion still is  caused by the sea water motion- based on this picture we can say (because the water motion velocity is 80 km/h that causes this whirlpool diameter to be 2 meters "for example') – this is perfectly our sentence – let's remember it     

(because Neptune velocity is 5.4 km/s that causes Neptune diameter to be 49528 km)

This idea is proved by my planet diameter equation (my fourth equation) (point No.**)  

(B)

Now The velocity is a motion in (A Defined Direction)

Means– the matter is created because it depends on a motion in a defined direction- as we have seen- Neptune diameter is 49528 km because Neptune velocity is 5.4 km/s but this velocity is a motion in defined direction- and that tells Neptune creation depends on a motion in the direction of the (x axis positive "+x ") (for example)

That tells, if this motion moves in (x axis negative "-x ") that will cause Neptune diameter to be changed or perished

Means- the matter creation needs a motion in A Defined Direction

Now let's ask our question

Why Can't The matter (creature) Moves Toward Its Past?

Because the matter depends on a motion in one defined direction- that causes the matter moves into (the future) always and can't move into (the past) let's discuss this question more deeply in point no (I-6)

Notice

No Planet Moves By The Sun Gravity (Newton is wrong) – logically because- the planet moves by its creation force- means- the planet creation and motion should be done by one force only (one energy only) because if two forces have effects on the same one planet- this planet will be broken- this fact is proved strongly with the gravitational waves source discussion (Point no.**)  

(CONT)

Gerges Francis Tawdrous +201022532292

Peoples' Friendship university of Russia – Moscow

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Is Abacus a good tool for kids who struggle with math?

Math can be a source of huge frustration for many children, causing both stress and anger. From simple calculations to more advanced problems that require math expertise, the struggle can affect both self-esteem as well as attitude towards learning. Could there be a solution to make math more accessible for students? Perhaps an abacus could provide an answer.

The Abacus can be described as a simple yet effective tool that will greatly assist students who struggle with math. While commonly used to teach basic calculations such as subtraction and addition, its usefulness goes far beyond this simple use case. An interactive form of hands-on learning that increases confidence while improving problem-solving abilities.

Enhancing Number Awareness: One of the major advantages of using an abacus for kids who struggle with mathematics is its ability to help develop an in-depth comprehension of mathematical and numbers concepts. A visual representation of numbers makes abstract ideas concrete for them, helping children who don't grasp traditional mathematics concepts understand them easily. Moving and seeing beads help children visualize how numbers interact.

Enhancing Confidence: Abacus Can Help Children Struggling with Math. The abacus is an ideal tool to build confidence for kids who find math challenging. when they successfully solve simple problems using it they experience great satisfaction - each small success contributes towards building their overall sense of confidence in math and encouraging an optimistic approach towards learning.

Enhancing Concentration and Focus: Learning an abacus takes practice and concentration, so regular practice with it can help children to build up better concentration skills. Learning it also increases engagement in other areas of learning such as math. Regularly playing an abacus also contributes to its benefits by sharpening focus in these key areas.

Enhancing mental math skills: The abacus is an instrument which encourages mental calculation and assists children with improving both speed and accuracy in their mathematics. This form of mental computation is especially useful for children who find traditional forms of calculation too cumbersome, its visual nature provides them with an engaging method for problem-solving.

Learning Problem-Solving Skills: The abacus encourages logic and an organized method for solving math problems. With beads representing operations and numbers, children learn to break problems down into manageable steps for easier problem-solving later in their academic careers. Having these essential problem solving skills in place helps prepare children for more complex math coursework as they advance academically.

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Unlocking the Power of Abacus: Transforming Young Minds in Singapore with Kiya Learning

In today's digital age, the ability to think critically, solve problems efficiently, and process numerical information quickly is more important than ever. For children, building a strong foundation in mathematics not only prepares them for academic success but also equips them with lifelong skills. One innovative tool that has been making waves in Singapore is the abacus. With its rich history and proven cognitive benefits, abacus classes for kids are gaining popularity, and Kiya Learning is at the forefront of this educational revolution. In this blog, we will explore the fascinating world of abacus learning, its unique benefits for children, and how online abacus classes provided by Kiya Learning in Singapore are shaping the future of education.

The Ancient Abacus: A Modern Learning Tool

The abacus, often associated with ancient times, is a calculating tool that has been used for centuries across various cultures. Originating from Asia, this simple yet powerful instrument has evolved into a modern educational tool that helps develop mental arithmetic skills. Unlike calculators, the abacus requires learners to engage their minds actively, enhancing their ability to visualize numbers and perform complex calculations without electronic aid.

What Makes the Abacus So Effective?

Enhances Cognitive Development: Using an abacus involves both the left and right hemispheres of the brain. This bilateral engagement improves concentration, memory retention, and overall brain function.

Promotes Mental Math Skills: Regular practice with an abacus develops the ability to perform arithmetic operations mentally, reducing reliance on calculators and fostering quicker problem-solving skills.

Boosts Confidence: As children master abacus techniques, they gain self-confidence in their mathematical abilities, which positively impacts their performance in school and beyond.

Improves Focus and Concentration: Abacus training requires students to focus on the movement of beads and the arithmetic behind it, cultivating a habit of concentration that extends to other areas of study.

Encourages Creative Problem Solving: The process of visualizing numbers and operations in the mind encourages creative ways to approach mathematical challenges.

Abacus Classes in Singapore: A New Wave of Educational Excellence

Singapore is renowned for its emphasis on education and its forward-thinking approach to learning. In this context, abacus classes have emerged as a valuable supplement to traditional math education. Schools and learning centers across the island have begun to incorporate abacus training into their curriculum, recognizing its potential to bolster academic performance and cognitive development.

Why Singapore Embraces Abacus Learning

Singapore's education system has long been a model for academic excellence, consistently producing top-performing students in international assessments. The integration of abacus classes into the curriculum is a testament to the country's commitment to holistic education. Here’s why abacus classes have found a special place in Singapore:

Complementary to Traditional Math: Abacus training enhances basic arithmetic skills, which are essential for understanding more complex mathematical concepts taught in schools.

Encourages a Growth Mindset: The challenges presented by abacus exercises promote perseverance and a growth mindset, encouraging students to see challenges as opportunities for growth.

Interactive Learning Environment: Abacus classes provide a hands-on, interactive learning experience that contrasts with the more passive learning styles often seen in conventional classrooms.

Cultural Relevance: With its roots deeply embedded in Asian history and tradition, the abacus resonates well with Singaporean values and cultural heritage, making it a familiar and trusted educational tool.

Kiya Learning: Pioneering Abacus Education in Singapore

At the heart of this educational innovation is Kiya Learning, a leading provider of interactive online abacus classes for kids in Singapore. With a mission to empower young minds through quality education, Kiya Learning leverages modern technology to bring the ancient art of abacus calculation into the digital age.

The Kiya Learning Approach

Kiya Learning’s online abacus classes are designed to be engaging, interactive, and effective. Here’s what sets their program apart:

Expert Instructors: Kiya Learning employs experienced educators who are passionate about math and skilled in teaching the abacus. Their expertise ensures that every student receives personalized attention and guidance.

Interactive Virtual Classrooms: Utilizing state-of-the-art technology, Kiya Learning offers virtual classrooms that mimic the interactivity of a physical classroom. This ensures that students can participate in real-time discussions and activities, making learning both fun and effective.

Structured Curriculum: The curriculum is carefully structured to progress from basic concepts to advanced techniques. This gradual increase in complexity ensures that students build a strong foundation before moving on to more challenging topics.

Flexibility and Convenience: Recognizing the busy schedules of modern families, Kiya Learning offers flexible class timings and the convenience of learning from home. This allows children to pursue abacus training without disrupting their other educational activities.

Engaging Learning Materials: The classes include a variety of engaging materials such as animated videos, interactive exercises, and gamified learning experiences that make the learning process enjoyable for kids.

Regular Progress Assessments: To ensure that each student is progressing well, Kiya Learning conducts regular assessments and provides feedback. This helps identify areas for improvement and allows for targeted support.

The Benefits of Abacus Classes for Kids

For parents seeking an extra edge in their child’s education, abacus classes provide numerous benefits that extend well beyond the realm of mathematics. Let’s delve deeper into the myriad advantages that abacus learning offers to young learners.

1. Improved Concentration and Focus

Abacus classes require a high degree of concentration as children work through complex calculations using their visual and tactile senses. This practice helps develop sustained attention spans, which are crucial for academic success. The repetitive nature of abacus exercises encourages children to remain focused, a skill that can be transferred to other areas of study.

2. Enhanced Memory Skills

By visualizing the abacus and recalling bead positions during calculations, children strengthen their working memory. This enhanced memory capability not only aids in performing mental arithmetic but also improves overall cognitive functioning, enabling better retention of academic content.

3. Faster and More Accurate Calculations

Frequent practice with the abacus leads to significant improvements in both speed and accuracy when it comes to arithmetic operations. Children learn to perform calculations quickly, which can give them an advantage in competitive academic environments where time is of the essence.

4. Development of Problem-Solving Skills

Abacus training encourages children to think logically and approach problems methodically. By learning different strategies to solve arithmetic problems, students develop flexible problem-solving skills that can be applied to various aspects of their academic and personal lives.

5. Building Confidence in Mathematics

One of the most significant outcomes of abacus learning is the boost in self-confidence it provides. As children master the skills and techniques required to use the abacus, they become more confident in their mathematical abilities. This newfound confidence often translates into improved performance in school and a positive attitude towards learning.

6. Cultivating a Growth Mindset

Abacus classes teach children that persistence and practice lead to improvement. This fosters a growth mindset, where students understand that their abilities can be developed through dedication and hard work. Such an attitude is invaluable not just in academics but in all areas of life.

Online Abacus Classes: A Revolution in Modern Education

With the rapid advancement of digital technology, online education has become an integral part of the learning landscape. Online abacus classes, such as those offered by Kiya Learning, bring the best of both worlds: traditional abacus training and modern, flexible learning methods.

Advantages of Online Abacus Classes

Accessibility and Convenience: Online classes allow children to learn from the comfort of their homes, eliminating the need for travel and enabling participation regardless of geographical location. This is particularly beneficial in a bustling metropolis like Singapore, where time management is crucial.

Interactive Learning Environment: Advanced virtual classrooms facilitate interactive learning experiences. Features like live video sessions, real-time feedback, and digital whiteboards help recreate the dynamics of a physical classroom in an online setting.

Customized Learning Paths: Online platforms offer the flexibility to tailor lessons to each student’s pace and learning style. This personalized approach ensures that no child is left behind and that every student can progress at a comfortable pace.

Access to Quality Resources: Digital platforms can integrate a wealth of resources including videos, quizzes, and interactive simulations. These tools enrich the learning experience, making abstract concepts more tangible and easier to grasp.

Safe Learning Environment: With online classes, students can learn in a safe, controlled environment without the distractions or logistical challenges of a crowded classroom. This safety aspect has become increasingly important in today’s context.

The Future of Abacus Learning in Singapore

The integration of abacus classes into the educational system in Singapore is not merely a trend but a strategic move towards holistic education. With institutions like Kiya Learning leading the charge, the future of abacus learning looks promising. Here are some ways in which this innovative approach is likely to evolve:

1. Broader Curriculum Integration

As the benefits of abacus training become more widely recognized, it is expected that more schools and educational institutions in Singapore will integrate abacus lessons into their regular curriculum. This integration will ensure that all students, regardless of their academic standing, have the opportunity to benefit from enhanced cognitive development.

2. Expansion of Online Learning Platforms

The success of online abacus classes is likely to inspire further innovations in digital education. Enhanced virtual classrooms, AI-driven personalized learning experiences, and greater interactivity are on the horizon. Kiya Learning’s continued investment in technology will undoubtedly play a significant role in this evolution.

3. Increased Collaboration with Educators

Collaboration between traditional educators and online platforms like Kiya Learning will create a more cohesive educational framework. This synergy will enable the development of complementary teaching methods that harness the strengths of both conventional and digital learning environments.

4. Focus on Lifelong Learning

While abacus classes are primarily targeted at children, the underlying principles of mental arithmetic and cognitive enhancement are beneficial for learners of all ages. Future programs may extend abacus training to adults, promoting lifelong learning and cognitive fitness in an increasingly competitive world.

5. Global Outreach

Singapore’s reputation as an educational hub means that successful models like Kiya Learning’s online abacus classes may serve as a blueprint for similar programs worldwide. The unique blend of traditional techniques and modern technology has the potential to revolutionize how mathematics is taught globally.

Success Stories: How Abacus Classes are Shaping Young Minds

Real-life success stories provide compelling evidence of the transformative power of abacus learning. Across Singapore, parents and educators have witnessed firsthand how abacus classes can make a significant difference in a child’s academic performance and overall development.

Case Study 1: Boosting Confidence and Academic Performance

One parent from Singapore shared her experience with her eight-year-old child, who had struggled with traditional math methods. After enrolling in Kiya Learning’s online abacus classes, the child began to show remarkable improvement in both speed and accuracy in calculations. More importantly, the newfound confidence in math helped the child excel in school and develop a positive attitude towards learning.

Case Study 2: Enhancing Concentration and Problem-Solving Abilities

Another success story comes from a local school that integrated abacus training into its curriculum. Teachers noted that students who participated in abacus classes were more focused during lessons and demonstrated improved problem-solving skills. The ability to visualize numbers and perform mental calculations translated into better performance in various subjects, not just math.

Case Study 3: Overcoming Learning Challenges

For children with learning difficulties, traditional classroom environments can sometimes be overwhelming. Abacus training, with its interactive and hands-on approach, has helped some of these children overcome their challenges. The methodical and visual nature of abacus exercises provides an alternative way of understanding mathematical concepts, making it an effective tool for inclusive education.

How to Get Started with Kiya Learning’s Online Abacus Classes

For parents and educators interested in enrolling their children in abacus classes, Kiya Learning provides a seamless and user-friendly platform to begin the journey. Here’s a step-by-step guide on how to get started:

Visit the Kiya Learning Website: Navigate to the official Kiya Learning website where you will find detailed information about the online abacus classes available in Singapore.

Explore the Course Offerings: Review the curriculum, class schedules, and instructor profiles to find the program that best suits your child’s needs and learning style.

Register for a Free Trial: Many online learning platforms offer free trial sessions. Take advantage of these trials to gauge the teaching style and effectiveness of the classes before committing.

Complete the Enrollment Process: Once you’ve selected the right course, follow the simple registration process. Kiya Learning’s platform is designed to be intuitive, making enrollment quick and hassle-free.

Set Up Your Learning Environment: Ensure that your child has a quiet, comfortable space with a reliable internet connection. This will help maximize the benefits of the online classes.

Stay Engaged: Encourage your child to participate actively in class, complete assignments, and take advantage of the interactive tools provided. Regular communication with instructors can also help track progress and address any challenges promptly.

Conclusion: Embracing a Bright Future with Abacus Learning

The journey of learning mathematics is a lifelong adventure, and the abacus is a timeless tool that offers unparalleled benefits in this quest. In Singapore, where the pursuit of academic excellence is a national priority, abacus classes have emerged as a beacon of innovation and promise. Through platforms like Kiya Learning, children are not only mastering arithmetic but are also developing essential cognitive skills that will serve them well in every aspect of life.

By blending the traditional wisdom of the abacus with modern online learning technology, Kiya Learning is paving the way for a new era of education—one that is interactive, inclusive, and incredibly effective. Whether your child is just beginning their educational journey or looking for ways to overcome learning challenges, online abacus classes offer a unique opportunity to unlock their full potential.

As we look to the future, the continued evolution of abacus learning in Singapore promises to enhance academic performance, nurture creativity, and foster a generation of confident, capable young minds ready to tackle the challenges of tomorrow. With Kiya Learning leading the charge, the fusion of ancient techniques and contemporary technology ensures that the art of abacus will remain a vital and transformative part of education for years to come.

Embark on this exciting journey today and witness the remarkable transformation that abacus learning can bring to your child's life. For more information and to register for online abacus classes, visit Kiya Learning’s website and take the first step towards unlocking a brighter, more mathematically adept future.

Ready to see the difference? Join Kiya Learning and experience the magic of abacus training, where tradition meets technology in the heart of Singapore’s educational revolution.

CONTACT  US  - 

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https://kiyalearning.us/

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