Round Robin Distribution Designs, LLC

Business is about Progress NOT Just Profits!

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When you contract for RRDD invention services, you agree to pay an initial finder's fee, patenting fees, and all costs associated with patenting the product for the inventor, making, distributing, and marketing the product(s). The original inventor of the product, including the owner of RRDD, is also paid eight to fifteen percent of the royalties from sales. You are, as manufacturer, also responsible for returns of product costs, or any recalls for defects. In addition, you agree in the contract to make, distribute, and market the product within two years, or the inventor retains total patent rights with full ownership to make, modify, and distribute their patented product. RRDD guarantees that you will be thrilled and inspired by our new cool concept inventions/designs as they are environmentally friendly, people friendly, and safe. This is a concept design engineer invention service. You may pay RRDD to use the engineering firm of our choice or you may decide to choose your own graphics engineering firm to produce a prototype of the product. All feasibility studies and research and development are at the contracting client's expense. But there is a mentoring period for modifications or help with design concept that usually lasts for two years.

Thank you for your time and consideration and please visit my MoonEagle Security division in the future and feel free to read articles/chapters solving many of today's problems. I published these articles or chapters to my online book and publication called, "Solutions For Our Future" to give prospective clients insight how I, and my company and its divisions, may provide superior service. I also accept gifts sent using the donate button on each page donated to me to help defray costs incurred during research and development for my personal project called The RRDD Project. You may also send gifts using contact information. The main idea is that your integrity is how I accept funds or gifts if any of these solutions or articles in my online publication helped you, your business or organization, or government. You know if what I said is helpful or important to you or those you love. I expect your integrity to win over any urge to plagiarize my ideas, solutions, tips, and theories. Thank you again for helping all living things!

Gifts for my services or insight may be donated using the Donate PayPal button below. Please make your gift donation to me, the owner, and The RRDD Project to help make designs that provide a clean and safe planet reducing climate change! You must be 18 years old to donate gifts or verified guardian approval. Please go to the donations page before donating found on The RRDD Project page to read about how, why, and where your gift is used. After donating or canceling you will be redirected to this website's homepage. Thank you for your help!

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Crafting the Future

I recently cleaned out my mother’s closet. I was helping her get rid of old stuff she didn’t want anymore and found some of my childhood crafts I had given her years ago. They were very pretty and cleverly made but had absolutely no use other than as dust collectors. It got me to thinking about why my teacher had us construct such flimsy pieces of art in the first place.

Why are children taught to make things out of normal household items as art in preschool and grade school? Why can’t they be taught very complicated engineering or medical procedures instead. Because, what I came to realize as I cleaned out my mother’s closet is that with the right kind of instruction, I could have made something much more substantial and possibly a breakthrough invention. That new T.V. show about little kids performing amazing talents shows how a child’s mind is like a sponge and with the right encouragement can achieve brilliant feats; the little five-year-old girl who has a black belt in Kung Fu, the little boy who plays the fiddle like a seasoned pro; or cute kids dancing as if they were performing for ‘Dancing with the Stars’. These wonderful talents were cultivated in very early learning years so that their abilities were perfected beyond belief.

My question is why can’t we show little ones how to make a robot from the ground up and then ask them to reconstruct it or something new using the new information we gave them? There is no telling what their little minds will come up with. Most every teacher will try to tell us that there must be a process of information for children to understand complicated procedures. However, I believe that a child, if given a basic curiosity, can mimic the procedure and even improve on the process using their individual gifts. What are teachers so worried about? Are they worried that the process or procedure is too complicated for them, so it must be too complicated for babies? Think about it. Sure, there will be some kids that miss the whole method and lose interest in that particular construction, but then again, there may be one or two who totally get it and are inspired to execute even greater heights of complication.

We start kids in kindergarten or preschool on building blocks or connected blocks showing them that they can be stacked. This is a very basic a singular concept. Why can’t we show the kids how to build an entire construction, including elevators, lighting and plumbing. We can put a doll in the elevator and raise it to the top floor, turn on the lights and making the water flow out of pipes to show them why we do these tasks. Don’t you think the child will understand how an elevator lifts them into the air, how water flushes dirt away, or how lights illuminate their world?

Some children will be interested in the elevator. When you see that the elevator intrigues that child most, pull them aside to another table that contains the materials to make an elevator and then proceed to show them how to construct it from the ground up. Another child may be fascinated by the electricity and light. Have another table set up to construct a light and electric lines (show them the inside of the lines) so that they can soak in how light happens. The same goes for irrigation. The children will be absolutely absorbed in what interests them most as you present complicated items into their world. Computers, for instance, are not as complicated for youngsters as it is for elders to understand. Why don’t we have little ones take apart a computer to see its’ insides, then for those interested in it, we can show them how to make motherboards (with all that process), the battery (with all that process), and electronic transfers (with all of that process)? If the child seems too confused or disinterested, we can take them to a different complicated construction process to see if they like it better.

The point here is to give children the benefit of the doubt. Just because you are too lazy or scared to try to figure out how to make something very complicated does not mean your child is afraid of it as well. If we keep it a safe activity, we should have mentors teaching our children about processes that impact their everyday life. Yes, they see the light from birth, but have you ever tried to explain to a child how lights and light bulbs keep away the darkness? Or, how the light switch is the catalyst for the light? Maybe you think that they will not understand because you don’t. Or it may be that our society is at fault for not offering youngsters the opportunity to use their own hands and minds to construct things.

Those science museums are great, but the one’s I visited still did not fully explain how or why certain phenomenon happen (static electricity - the one that makes your hair stand up from your head if you touch the glass globe comes to mind). The laser light show is another feature in science museums that puts on a beautiful display but fails to explain exactly how to make a laser light. Wouldn’t it be great if we taught kids how to make a television? They see televisions every day, but because their parents do not know how they are made, they dismiss the whole idea from their child’s education. Why can’t we make these processes as important or more important than spelling or math? Children in the Netherlands do not have early core classes and have no homework until their teens. They are considered much happier and healthier children by world standards. We could take a good look at this marvel and why the absence of pressure gives children an open door to learning at their own pace and talent level.

Home-schooled children seem to have a greater capacity for learning and understanding, not only text, but social implications, better than children who are forced to go to schools. I say keep your child at home and teach them things they cannot learn in a public environment (read our page, No Public Schools and Welfare Solution). You can set up play dates with other home-schooled or have events that do not necessarily involve athletic abilities. Believe it or not, many school athletics set your child up for broken bones, concussions, or sprains that become chronic conditions shortening their life span or committing them to a lifetime of doctor visits.

What would be wrong with playing with your child or them playing with other children in safe sports or events that do not promote strenuous competition? Dancing, for instance, is a strenuous activity that promotes muscle strength, social bonding, and talented choreography. Some people take it to the extreme and become hurt trying to overdo or outdo someone else. But there are better ways to perform dances that limit body damage yet remain exciting and fun. The same can be said for many other physical activities that can be presented to your child as a way for them to stay fit. Watch and learn about different activities to decide which ones seem better for your family and lifestyle.

Think about it. Your child cannot play every single sport or excel at every activity on Earth. Why push them to win, win, win all the time? You are stressing out your child and telling them that they are losers at most everything. Find something that your child can do relatively well and give them the equipment to be safe while they have their fun. This is a better way to improve your child’s physical coordination and mental exercises than pushing them to always feel as if they must one-up everyone else. Believe me, if you introduce them to many different activities and complicated practices, most children will choose what they like on their own. They will ask you for devices or education to help them perform to the best of their ability.

Not every fine art begins with art class. Painters learning at the feet of Michelangelo are more likely to learn more techniques unique to fine painting than from a schoolteachers’ Crayola’s and coloring book. I think we should have paint classes given online by the finest painters in the world that can be accessed by every student in the world. Why not? The painter would only require a small online fee for every student, and they could give each student tips on what supplies to buy or make on their own to cut costs. So, what if all students do not become a major artist? What they learn about art from a master is more about discipline and self-expression, which is priceless. What they learn about themselves, their ability to explore their individualism, and to appreciate the art of others (we can have their art displayed online), is what society strives to teach each other. It is how we learn to love ourselves and one another unconditionally.

They say necessity is the mother of invention. I think it is necessary to teach our children how to think for themselves and to have confidence in what they think and do, beginning at the earliest age. Many educators today worry about their own livelihood rather than promoting independence. They use construction paper and crayons to litter houses or wilt on the walls, forgotten for years. Why can’t we encourage our little children to learn how to build existing designs so that they can confidently make our future? As they say, a mind is a terrible thing to waste.