“No pencil is sharp enough to draw as fine as you can think, and no paper large enough to hold you imagination. In fact, it is only in the mind that we can conceive infinity. Mathematical thinking has opened the doors to the exciting adventures of science. Each discovery leads to many others; an endless chain.”

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

"Over the last decades more and more studies have found that surroundings that are actually aesthetically pleasing to us, can improve our well-being, our behaviour, cognitive cognitive function, and mood."

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

A live view from all the stuff that's orbiting Earth. Search for ISS (Zarya) if you want to see where the International Space Station is. Also, if you zoom out, you can notice a saturn like belt. I didn't know what it was so I looked it up, and it's called the graveyard orbit where satellites go to die, so to speak.

And this is a test to see if animated svg files work here:

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

Dance your PhD. It's silly, but the main reason I found this cool was that it shows science does not comprise of boring 'stone cold factual' people.

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

"We have found evidence that simple rules can lead to increasingly intelligent behavior from multi-agent interaction."

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf

“It is not knowledge, but the act of learning, not possession but the act of getting there, which grants the greatest enjoyment.” —Carl Friedrich Gauss

"If teaching is reduced to mere data transmission, if there is no sharing of excitement and wonder, if teachers themselves are passive recipients of information and not creators of new ideas, what hope is there for their students?" —Paul Lockhart, A Mathematician's Lament: www.maa.org/external_archive/devlin/LockhartsLament.pdf