A system of teaching piano playing and music theory having piano cards. Piano cards are a flash card system with piano note information on each card. These piano cards are placed above piano keys of a piano or other keyboard designating keys to be played in a specific scale. Black and white triangles on these piano cards designate ebony and ivory keys to be played and can only be placed on a keyboard correctly if aligning white and black triangles with ebony and ivory keys. Triangles designate fingers to be used on fingering cards by way of numbers designating fingers. On music theory cards numbers inside triangles designate scale degrees. On chord cards numbers designate degrees to be played. This music teaching system further comprises a music wheel that has been color coded designating the key a scale is in.

A three-dimensional sticker has an adhering layer removably attaching the three-dimensional sticker to an object. A filler material is positioned on an interior surface of the adhering layer, the filler material forming a three-dimensional configuration. A recording device is positioned on the interior surface of the adhering layer allowing the three-dimensional sticker to play a pre-recorded message and record a new message. A cover layer is positioned over the interior surface of the adhering layer enclosing the filler material and the recording device between the interior surface of the adhering layer and the cover layer.

A color wheel having a plurality of pieces is disclosed. Selected brick pieces may be stacked upon each other side-by-side and a viewing apparatus laid upon the stacked brick pieces. The viewing apparatus may have a viewing window which can be adjusted in order to adjust the percentage of each of the brick pieces being viewed through the viewing window of the viewing apparatus to provide for a more accurate perception of how the selected colored pieces will be perceived when implemented in a brick building.

A color wheel having a plurality of pieces is disclosed. Selected brick pieces may be stacked upon each other side-by-side and a viewing apparatus laid upon the stacked brick pieces. The viewing apparatus may have a viewing window which can be adjusted in order to adjust the percentage of each of the brick pieces being viewed through the viewing window of the viewing apparatus to provide for a more accurate perception of how the selected colored pieces will be perceived when implemented in a brick building.

An apparatus for demonstrating at least a first shaving razor, having a first shaving surface with a first lubrication member, may include a first sheet of paper, a liquid composition, and a light source transmitting ultraviolet light onto the first sheet of paper. The liquid composition may include water and an ultraviolet dye. The apparatus may position the shaving razor to engage the first sheet of paper and to allow relative motion between the first lubrication member and the first sheet of paper such that the first lubrication member deposits the liquid composition onto the first sheet of paper.

An apparatus for demonstrating at least a first shaving razor, having a first shaving surface with a first lubrication member, may include a first sheet of paper, a liquid composition, and a light source transmitting ultraviolet light onto the first sheet of paper. The liquid composition may include water and an ultraviolet dye. The apparatus may position the shaving razor to engage the first sheet of paper and to allow relative motion between the first lubrication member and the first sheet of paper such that the first lubrication member deposits the liquid composition onto the first sheet of paper.

An object manipulation system comprising a storage device and a plurality of objects, which are configured to be placed within the storage device and separately taken from the storage device. The object manipulation system helps stimulate cognitive abilities of a user and provide quality of life moments without the need for supervision by allowing the user to arrange the items according to one or more arranging cues. The object manipulation system also helps stimulate blood flow of the hands and arms of the user and provides the added stimulating benefits of exercise and flexibility by enabling the user to bend and manipulate one or more manipulative devices of the system. Particularly, in some embodiments, the plurality of objects are bendable and are able to be bent and manipulated as the objects are taken from the storage device and arranged according to the one or more arranging cues.

An object manipulation system comprising a storage device and a plurality of objects, which are configured to be placed within the storage device and separately taken from the storage device. The object manipulation system helps stimulate cognitive abilities of a user and provide quality of life moments without the need for supervision by allowing the user to arrange the items according to one or more arranging cues. The object manipulation system also helps stimulate blood flow of the hands and arms of the user and provides the added stimulating benefits of exercise and flexibility by enabling the user to bend and manipulate one or more manipulative devices of the system. Particularly, in some embodiments, the plurality of objects are bendable and are able to be bent and manipulated as the objects are taken from the storage device and arranged according to the one or more arranging cues.

Herein I provide different methods for learning Chinese characters. Traditionally, children have learned Chinese characters through the repeated reading and copying of words from generic word-cards. This process is tedious and therefore often fails to retain the learner's attention. My method of learning Chinese characters, by contrast, is fun and engaging, combining both motor and cognitive skills. I have designed a cube with each side having one stroke, which children can grasp and play with. According to national standards, there are a total of 30 Chinese strokes. I have divided these into five cubes of six strokes each, as follows: Basic Strokes, Developed Strokes (A), Developed Strokes (B), Advanced Strokes (A), and Advanced Strokes (B). Parents (or other caregivers) and teachers are encouraged to interact with and observe children play with cubes. In addition, they can use my magnetic strokes to create their own Chinese characters.

Herein I provide different methods for learning Chinese characters. Traditionally, children have learned Chinese characters through the repeated reading and copying of words from generic word-cards. This process is tedious and therefore often fails to retain the learner's attention. My method of learning Chinese characters, by contrast, is fun and engaging, combining both motor and cognitive skills. I have designed a cube with each side having one stroke, which children can grasp and play with. According to national standards, there are a total of 30 Chinese strokes. I have divided these into five cubes of six strokes each, as follows: Basic Strokes, Developed Strokes (A), Developed Strokes (B), Advanced Strokes (A), and Advanced Strokes (B). Parents (or other caregivers) and teachers are encouraged to interact with and observe children play with cubes. In addition, they can use my magnetic strokes to create their own Chinese characters.