from the world's big
Colorado is a rectangle? Think again.
The Centennial State has 697 sides‚ not four.
- Colorado looks like a rectangle. It isn't.
- The Centennial State has not four, but 697 sides. That makes it a hexahectaenneacontakaiheptagon.
- Does that make Wyoming the only real rectangular state? Well, about that…
America loves its straight-line borders. The only U.S. state without one is Hawaii – for obvious reasons (1).
West of the Mississippi, states are bigger, emptier and boxier than back East. From a distance, all seem to be made up of straight lines.
Only when you zoom in do you see their squiggly bits: the northeast corner of Kansas, for instance. Or Montana's western border with Idaho that looks like a human face. Or Oklahoma's southern border with Texas, meandering as it follows the Red River.
New Mexico comes tantalisingly close to having only straight-line borders. There's that short stretch north of El Paso that would have been just 15 miles (24 km) long if it was straight instead of wavy.
No, there are only three states whose borders are entirely made up of straight lines: Utah, which would have been a rectangle if Wyoming hadn't bitten a chunk out of its northeastern corner; Wyoming itself; plus Colorado.
Red: states with only straight-line borders. Yellow: states with some straight-line borders. Green: states without straight-line borders.Image: mapchart.net
Except that they aren't. For two distinct reasons: because the earth is round, and because those 19th-century surveyors laying out state borders made mistakes.
Congress defined the borders of Colorado as a geospherical rectangle, stretching from 37°N to 41°N latitude, and from 25°W to 32°W longitude (2). While lines of latitude run in parallel circles that don't meet, lines of longitude converge at the poles.
Which means that Colorado's longitudinal borders are slightly further apart in the south. So if you'd look closely enough, the state resembles an isosceles trapezoid (3) rather than a rectangle. Consequently, the state's northern borderline is about 22 miles (35 km) shorter than its southern one. The same goes, mutatis mutandis, for Wyoming.
That's not where the story ends. There's boundary delimitation: the theoretical description of a border, as described above. But what's more relevant is boundary demarcation: surveying and marking out the border on the ground. Colorado entered the Union in 1876.
Only in 1879 did the first boundary survey team get around to translating Congress's abstract into actual boundary markers. The official border would not be the delimited one, but the demarcated one. Unfortunately, 19th-century surveyors lacked satellites and other high-precision measurement tools.
Let's not be too harsh: considering the size of the task and the limitation of their tools — magnetic compasses and metal chains — they did an incredible job. They had to stake straight lines irrespective of terrain, often through inhospitable land.
But yes, errors were made — and were in fact quite habitual. Take for example the 49th parallel, which for more than 1,200 miles forms the international border between the U.S. and Canada. Rather than being a straight line, it zigzags between the 912 boundary monuments established by successive teams of surveyors (the last ones in 1872–4). The markers deviate by as much as 575 feet north and 784 feet south of the actual parallel line.
Colorado, not as rectangular as you think. Image: FascinatingMaps.com
The same kind of thing happened when the first surveying teams went out to demarcate the Colorado border. This map magnifies four of the most egregious surveying inaccuracies, where the difference between the boundaries delineated by Congress and the border demarcated by the surveyors is greatest.
Four Corners (and four more)
Four Corners. Clockwise from top left: Utah, Colorado, New Mexico, Arizona. Image source: Getty Creative
Located in a dusty, desolate corner of the desert, the Four Corners monument seems very far from the middle of anything. Yet this is the meeting point of four states: Utah, Colorado, New Mexico and Arizona. It is the only quadripoint in the United States (4). The monument's exact location is at 36°59'56″N, 109°02'43″W.
However, it's not where Congress had decreed the four states to meet. That point is about 560 feet (170 m) northwest of the quadripoint's current location, at 37°N, 109°02'48″W. Did you drive all the way through the desert to miss the actual point by a few hundred feet?
No, you didn't: in 1925, the Supreme Court ruled that the borders as surveyed were the correct ones. But perhaps the original quadripoint deserves a small marker of its own, if only to provide the site with an extra attraction. Or why not go for three? Some sources say the original point deviates by 1,807 feet (551 m).
The La Sal/Paradox deviation
Paradox Valley in Colorado, near the (crooked) border with Utah. Image source: Wikimedia Commons/Tony Webster, CC BY 2.0
In 1879, a survey party marched north from Four Corners, placing markers at every mile. The surveyors eventually reached the Wyoming border, but not where they thought they'd end up. Later surveys, in 1885 and 1893, found out where the original surveyors had gone wrong, but by that time the border as surveyed had become the official one. Changing it would have required both Colorado and Utah to agree on a solution, and Congress to approve it.
The biggest error occurs just south of the road connecting La Sal, Utah to Paradox, Colorado. Across an eight-mile stretch, the surveyors strayed westward before regaining true north. The resulting deviation is 3860 feet (1.18 km).
Things go south after Edith
Border deviation near Edith, CO. Image source: Google Maps/Ruland Kolen
West to east, Colorado's border with New Mexico starts out fairly straight. However, just east of Edith, the border swerves southeast for about 3,400 feet (1 km) before resuming its course due east, now 2,820 feet (860 m) further south than before.
Why? It seems that for once, the surveyors have given in to the dictates of topography: the deviation follows a small valley oriented northwest-southeast.
Panhandling into Oklahoma
The Colorado border swerves south, eating into the Oklahoma Panhandle. Image source: FascinatingMaps.com
Almost at the end of their surveying mission, it seems the party lost the plot again. In the last 53 miles (85 km) before the border turns north, the stretch where Colorado rubs against Oklahoma, the line again swerves to the south, by as much as 1,770 feet (540 m).
Don't blame the terrain: appropriately for a place so close to the Oklahoma Panhandle, it's as flat as a pancake. Perhaps the surveyors were confused by the very featurelessness of the place.
Colorado is a 697-sider
Each dot is a twist in Colorado's supposedly straight borders. Image source: FascinatingMaps.com
These are just four of the biggest, most easily spotted surveying errors. In total, Colorado's borders have hundreds twists and turns — most much smaller than the Big Four. Here they are: every dot on is a border deviation, as indicated on the OpenStreetMap of Colorado.
Accordingly, the state has not just four sides, but a total of 697 sides. So if Colorado is not a rectangle, what is it? Well, not a pentagon, (Greek for 5-sider), hexagon (6-sider) or a heptagon (7-sider), but a — hold on to something — hexahectaenneacontakaiheptagon (697-sider).
Don't get your hopes up, Wyoming
Wyoming: just as fallible as Colorado — but more willing to admit its mistakes. Image source: FascinatingMaps.com
With Colorado thoroughly disqualified to as one of America's two truly rectangular states, does that leave Wyoming holding the crown all on its own? Nope. Turns out the surveyors who plotted the Equality State's outline were just as fallible as the Colorado set.
This map shows a few larger ones of the many deviations in on all four sides of Wyoming. Interestingly, the deviations shown come in pairs, whereby the second ones seem to correct the deviation of the first ones.
So, while Wyoming is just as imperfect as Colorado, it does seem that at least it is better at admitting (and correcting) its mistakes than its southern neighbor.
Strange Maps #945
Got a strange map? Let me know at firstname.lastname@example.org.
(1) If you're not into the whole obviousness thing: Hawaii is a bunch of islands, which therefore don't have a land border — neither with other U.S. states or third countries.(2) That's west of the Washington Meridian — the third one, to be exact. Over time, four Washington meridians were defined as prime meridians for the U.S. They passed through the Capitol, the White House, the Old Naval Observatory and the New Naval Observatory. Defined by Congress in 1850 at 77°2'48.0"W of Greenwich, the third Washington meridian was used as the base line for a number of western state borders, including:
- at 17°W, a stretch of border with Texas in the west, and Arkansas and Louisiana in the east. This line passes through the two-state conurbation of Texarkana;
- at 25°W, the Colorado-Kansas border (and part of the Nebraska-Colorado border);
- at 26°W, a stretch of the border between Texas and New Mexico (the Oklahoma-New Mexico border, just to the north, is set back two miles to the east);
- at 27°W, the 555-mile stretch from Colorado north to the Canadian border, separating Montana and Wyoming in the west from the Dakotas and Nebraska in the east;
- at 32°W, the straight line from Wyoming to Mexico, separating Utah and Arizona in the west from Colorado and New Mexico in the east (also running through Four Corners, where these four states meet).
(3) An isosceles trapezoid is a four-sided shape with two parallel sides and two non-parallel but equal sides.
(4) The only state-level quadripoint. There are, in fact, dozens of quadripoints between U.S. counties, hundreds between U.S. municipalities, and indeed thousands (of usually bilateral ones) on the edges of checkerboard-patterned Indian reservations and other federally reserved territories.
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Higher education faces challenges that are unlike any other industry. What path will ASU, and universities like ASU, take in a post-COVID world?
- Everywhere you turn, the idea that coronavirus has brought on a "new normal" is present and true. But for higher education, COVID-19 exposes a long list of pernicious old problems more than it presents new problems.
- It was widely known, yet ignored, that digital instruction must be embraced. When combined with traditional, in-person teaching, it can enhance student learning outcomes at scale.
- COVID-19 has forced institutions to understand that far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted.
What conditions of the new normal were already appreciated widely?<p>First, we understand that higher education is unique among industries. Some industries are governed by markets. Others are run by governments. Most operate under the influence of both markets and governments. And then there's higher education. Higher education as an "industry" involves public, private, and for-profit universities operating at small, medium, large, and now massive scales. Some higher education industry actors are intense specialists; others are adept generalists. Some are fantastically wealthy; others are tragically poor. Some are embedded in large cities; others are carefully situated near farms and frontiers.</p> <p>These differences demonstrate just some of the complexities that shape higher education. Still, we understand that change in the industry is underway, and we must be active in directing it. Yet because of higher education's unique (and sometimes vexing) operational and structural conditions, many of the lessons from change management and the science of industrial transformation are only applicable in limited or highly modified ways. For evidence of this, one can look at various perspectives, including those that we have offered, on such topics as <a href="https://www.insidehighered.com/digital-learning/blogs/rethinking-higher-education/lessons-disruption" target="_blank">disruption</a>, <a href="https://www.nytimes.com/2020/02/20/education/learning/education-technology.html" target="_blank">technology management</a>, and so-called "<a href="https://www.insidehighered.com/sites/default/server_files/media/Excerpt_IHESpecialReport_Growing-Role-of-Mergers-in-Higher-Ed.pdf" target="_blank">mergers and acquisitions</a>" in higher education. In each of these spaces, the "market forces" and "market rules" for higher education are different than they are in business, or even in government. This has always been the case and it is made more obvious by COVID-19.</p> <p>Second, with so much excitement about innovation in higher education, we sometimes lose sight of the fact that students are—and should remain—the core cause for innovation. Higher education's capacity to absorb new ideas is strong. But the ideas that endure are those designed to benefit students, and therefore society. This is important to remember because not all innovations are designed with students in mind. The recent history of innovation in higher education includes several cautionary tales of what can happen when institutional interests—or worse, <a href="https://www.insidehighered.com/news/2016/02/09/apollos-new-owners-seek-fresh-start-beleaguered-company" target="_blank">shareholder</a> interests—are placed above student well-being.</p>
Photo: Getty Images<p>Third, it is abundantly apparent that universities must leverage technology to increase educational quality and access. The rapid shift to delivering an education that complies with social distancing guidelines speaks volumes about the adaptability of higher education institutions, but this transition has also posed unique difficulties for colleges and universities that had been slow to adopt digital education. The last decade has shown that online education, implemented effectively, can meet or even surpass the quality of in-person <a href="https://link-springer-com.ezproxy1.lib.asu.edu/article/10.1007/s10639-019-10027-z" target="_blank">instruction</a>.</p><p>Digital instruction, broadly defined, leverages online capabilities and integrates adaptive learning methodologies, predictive analytics, and innovations in instructional design to enable increased student engagement, personalized learning experiences, and improved learning outcomes. The ability of these technologies to transcend geographic barriers and to shrink the marginal cost of educating additional students makes them essential for delivering education at scale.</p><p>As a bonus, and it is no small thing given that they are the core cause for innovation, students embrace and enjoy digital instruction. It is their preference to learn in a format that leverages technology. This should not be a surprise; it is now how we live in all facets of life.</p><p>Still, we have only barely begun to conceive of the impact digital education will have. For example, emerging virtual and augmented reality technologies that facilitate interactive, hands-on learning will transform the way that learners acquire and apply new knowledge. Technology-enabled learning cannot replace the traditional college experience or ensure the survival of any specific college, but it can enhance student learning outcomes at scale. This has always been the case, and it is made more obvious by COVID-19.</p>
What conditions of the new normal were emerging suspicions?<p>Our collective thinking about the role of institutional or university-to-university collaboration and networking has benefitted from a new clarity in light of COVID-19. We now recognize more than ever that colleges and universities must work together to ensure that the American higher education system is resilient and sufficiently robust to meet the needs of students and their families.</p> <p>In recent weeks, various commentators have suggested that higher education will face a wave of institutional <a href="https://www.businessinsider.com/scott-galloway-predicts-colleges-will-close-due-to-pandemic-2020-5" target="_blank">closures</a> and consolidations and that large institutions with significant online instruction capacity will become dominant.</p> <p>While ASU is the largest public university in the United States by enrollment and among the most well-equipped in online education, we strongly oppose "let them fail" mindsets. The strength of American higher education relies on its institutional diversity, and on the ability of colleges and universities to meet the needs of their local communities and educate local students. The needs of learners are highly individualized, demanding a wide range of options to accommodate the aspirations and learning styles of every kind of student. Education will become less relevant and meaningful to students, and less responsive to local needs, if institutions of higher learning are allowed to fail. </p> <p>Preventing this outcome demands that colleges and universities work together to establish greater capacity for remote, distributed education. This will help institutions with fewer resources adapt to our new normal and continue to fulfill their mission of serving students, their families, and their communities. Many had suspected that collaboration and networking were preferable over letting vulnerable colleges fail. COVID-19's new normal seems to be confirming this.</p>
President Barack Obama delivers the commencement address during the Arizona State University graduation ceremony at Sun Devil Stadium May 13, 2009 in Tempe, Arizona. Over 65,000 people attended the graduation.
Photo by Joshua Lott/Getty Images<p>A second condition of the new normal that many had suspected to be true in recent years is the limited role that any one university or type of university can play as an exemplar to universities more broadly. For decades, the evolution of higher education has been shaped by the widespread imitation of a small number of elite universities. Most public research universities could benefit from replicating Berkeley or Michigan. Most small private colleges did well by replicating Williams or Swarthmore. And all universities paid close attention to Harvard, Princeton, MIT, Stanford, and Yale. It is not an exaggeration to say that the logic of replication has guided the evolution of higher education for centuries, both in the US and abroad.</p><p>Only recently have we been able to move beyond replication to new strategies of change, and COVID-19 has confirmed the legitimacy of doing so. For example, cases such as <a href="https://www.washingtonpost.com/education/2020/03/10/harvard-moves-classes-online-advises-students-stay-home-after-spring-break-response-covid-19/" target="_blank">Harvard's</a> eviction of students over the course of less than one week or <a href="https://www.nhregister.com/news/coronavirus/article/Mayor-New-Haven-asks-for-coronavirus-help-Yale-15162606.php" target="_blank">Yale's apparent reluctance</a> to work with the city of New Haven, highlight that even higher education's legacy gold standards have limits and weaknesses. We are hopeful that the new normal will include a more active and earnest recognition that we need many types of universities. We think the new normal invites us to rethink the very nature of "gold standards" for higher education.</p>
A graduate student protests MIT's rejection of some evacuation exemption requests.
Photo: Maddie Meyer/Getty Images<p>Finally, and perhaps most importantly, we had started to suspect and now understand that America's colleges and universities are among the many institutions of democracy and civil society that are, by their very design, incapable of being sufficiently responsive to the full spectrum of modern challenges and opportunities they face. Far too many higher education outcomes are determined by a student's family income, and in the context of COVID-19 this means that lower-income students, first-generation students and students of color will be disproportionately afflicted. And without new designs, we can expect postsecondary success for these same students to be as elusive in the new normal, as it was in the <a href="http://pellinstitute.org/indicators/reports_2019.shtml" target="_blank">old normal</a>. This is not just because some universities fail to sufficiently recognize and engage the promise of diversity, this is because few universities have been designed from the outset to effectively serve the unique needs of lower-income students, first-generation students and students of color.</p>
Where can the new normal take us?<p>As colleges and universities face the difficult realities of adapting to COVID-19, they also face an opportunity to rethink their operations and designs in order to respond to social needs with greater agility, adopt technology that enables education to be delivered at scale, and collaborate with each other in order to maintain the dynamism and resilience of the American higher education system.</p> <p>COVID-19 raises questions about the relevance, the quality, and the accessibility of higher education—and these are the same challenges higher education has been grappling with for years. </p> <p>ASU has been able to rapidly adapt to the present circumstances because we have spent nearly two decades not just anticipating but <em>driving</em> innovation in higher education. We have adopted a <a href="https://www.asu.edu/about/charter-mission-and-values" target="_blank">charter</a> that formalizes our definition of success in terms of "who we include and how they succeed" rather than "<a href="https://www.washingtonpost.com/opinions/2019/10/17/forget-varsity-blues-madness-lets-talk-about-students-who-cant-afford-college/" target="_blank">who we exclude</a>." We adopted an entrepreneurial <a href="https://president.asu.edu/read/higher-logic" target="_blank">operating model</a> that moves at the speed of technological and social change. We have launched initiatives such as <a href="https://www.instride.com/how-it-works/" target="_blank">InStride</a>, a platform for delivering continuing education to learners already in the workforce. We developed our own robust technological capabilities in ASU <a href="https://edplus.asu.edu/" target="_blank">EdPlus</a>, a hub for research and development in digital learning that, even before the current crisis, allowed us to serve more than 45,000 fully online students. We have also created partnerships with other forward-thinking institutions in order to mutually strengthen our capabilities for educational accessibility and quality; this includes our role in co-founding the <a href="https://theuia.org/" target="_blank">University Innovation Alliance</a>, a consortium of 11 public research universities that share data and resources to serve students at scale. </p> <p>For ASU, and universities like ASU, the "new normal" of a post-COVID world looks surprisingly like the world we already knew was necessary. Our record breaking summer 2020 <a href="https://asunow.asu.edu/20200519-sun-devil-life-summer-enrollment-sets-asu-record" target="_blank">enrollment</a> speaks to this. What COVID demonstrates is that we were already headed in the right direction and necessitates that we continue forward with new intensity and, we hope, with more partners. In fact, rather than "new normal" we might just say, it's "go time." </p>
Can an orgasm a day really keep the doctor away?
- Achieving orgasm through masturbation provides a rush of feel-good hormones (such as dopamine, serotonin and oxytocin) and can re-balance our levels of cortisol (a stress-inducing hormone). This helps our immune system function at a higher level.
- The surge in "feel-good" hormones also promotes a more relaxed and calm state of being, making it easier to achieve restful sleep, which is a critical part in maintaining a high-functioning immune system.
- Just as bad habits can slow your immune system, positive habits (such as a healthy sleep schedule and active sex life) can help boost your immune system which can prevent you from becoming sick.
How masturbation affects your brain...<p>Orgasms are a very common human phenomenon. The physical and mental health benefits have been researched frequently as a result, and yet, there is still so much to be learned about how our bodies and brains react to the chemicals and hormones released during and after experiencing this type of sexual release.</p><p>"The amount of speculation versus actual data on both the function and value of orgasm is remarkable" explains Julia Heiman, director of the <a href="https://kinseyinstitute.org/" target="_blank">Kinsey Institute for Research in Sex, Gender, and Reproduction</a>.</p><p>Masturbation causes a rush of <a href="https://www.webmd.com/mental-health/what-is-dopamine" target="_blank">dopamine</a>, which is a chemical that is associated with our ability to feel pleasure. Along with the rush of dopamine that is released during an orgasm, there is also a release of a hormone called <a href="https://www.livescience.com/42198-what-is-oxytocin.html" target="_blank">oxytocin</a>, which is commonly referred to as the "love hormone."<br></p><p>This concoction of chemicals does more than just boost our mood, it also can play a key role in decreasing stress and promoting relaxation. Oxytocin decreases <a href="https://www.webmd.com/a-to-z-guides/what-is-cortisol" target="_blank">cortisol</a>, which is a stress hormone that is usually present (in high volumes) during times of anxiety, fear, panic, or distress. </p><p>According to BDSM and fetish researcher <a href="https://www.psychologytoday.com/us/therapists/dr-gloria-brame-colbert-ga/278388" target="_blank">Dr. Gloria Brame</a>, an orgasm is the biggest non-drug induced blast of dopamine that we can experience. </p><p>By boosting the oxytocin and dopamine levels and subsequently decreasing our cortisol levels, the brain is placed in a more relaxed, euphoric, and calm state. </p>
Masturbation boosts your immune system and raises your white blood cell count.<p>How do those effects on the brain from reaching orgasm translate to boosting our immune system and making our body healthier?</p><p>The increase of oxytocin and dopamine that causes a decrease in cortisol levels can help boost our immune system because cortisol (well-known for being a stress-inducing hormone) actually helps maintain your immune system if released in small doses. </p><p>According to <a href="https://www.health24.com/Sex/Great-sex/incredible-health-benefits-to-masturbating-20181030-2" target="_blank">Dr. Jennifer Landa</a>, a hormone-therapy specialist, masturbation can produce the right kind of environment for a strengthened immune system to thrive. </p><p><a href="https://www.ncbi.nlm.nih.gov/pubmed/15316239" target="_blank">A study</a> conducted by the Department of Medical Psychology at the University Clinic of Essen (in Germany) showed similar results. A group of 11 volunteers were asked to participate in a study that would look at the effects of orgasm through masturbation on the white blood cell count and immune system.</p><p>During this experiment, the white blood cell count of each participant was analyzed through measures that were taken 5 minutes before and 45 minutes after reaching a self-induced orgasm. </p><p>The results confirmed that sexual arousal and orgasm increased the number of white blood cells, particularly the natural killer cells that help fight off infections. </p><p>The findings confirm that our immune system is positively affected by sexual arousal and self-induced orgasm and promote even more research into the positive impacts of sexual arousal and orgasm. </p>
Masturbation can ease and prevent pain, which allows you to achieve the restful sleep that helps your immune system stay strong and healthy.<p>The benefits of masturbation have long been debated, but the more research that is done on the topic the more we understand that there are many positive reactions that happen in our bodies and brains when we orgasm.</p><p>Orgasms can help prevent or mitigate pain, which boosts the immune system, preventing cold and flu symptoms. </p><p>According to neurologist and headache specialist Stefan Evers, about one in three patients experience relief from migraine attacks by experiencing sexual activity or orgasm. Evers and his team <a href="https://www.livescience.com/27642-sex-relieves-migraine-pain.html" target="_blank">conducted an experiment</a> with 800 migraine patients and 200 patients who suffered from cluster-headaches to see how their experiences with sexual activity impacted their pain levels. </p><p>The study showed that 60% of migraine sufferers experienced pain relief after participating in sexual activity that resulted in orgasm. Of the cluster-headache sufferers, about 50% said their headaches actually worsened after sexual arousal and orgasm. </p><p>Evers suggested in his findings that the people who did not experience pain relief from migraines of headaches during their sexual activity did not release as large amounts of endorphins as those who did experience pain relief. </p><p>According to <a href="https://www.sharecare.com/health/chronic-pain/chronic-pain-affect-immune-system" target="_blank">rheumatologist Dr. Harris McIlwain</a>, people who suffer from chronic pain have immune systems that are simply not functioning at full capacity - therefore, alleviating pain (through orgasm, as an example) can help boost the immune system. </p><p>Orgasms can also promote relaxation and make it easier to fall asleep. Serotonin, oxytocin, and norepinephrine are all hormones that are released during sexual arousal and orgasm, and all three are known for counteracting stress hormones and promoting relaxation, which makes it much easier for you to fall asleep.</p><p>There are <a href="https://www.ncbi.nlm.nih.gov/pubmed/1233384" target="_blank">several studies</a> showing that serotonin and norepinephrine help our body cycle through REM and deep non-REM sleeping cycles. During these sleep cycles, the immune system releases proteins called <a href="https://www.sleepfoundation.org/articles/how-sleep-affects-your-immunity" target="_blank"><span id="selection-marker-1" class="redactor-selection-marker"></span>cytokines<span id="selection-marker-2" class="redactor-selection-marker"></span></a>, which target infection and inflammation. This is a critical part of our immune response. Cytokines are both produced and released throughout our bodies while we sleep, which proves the importance of a good sleep schedule to a healthy immune system.</p>
Masturbation promotes a high-functioning immune system; a healthy immune system prevents cold and flu.<p>The immune system is a balanced network of cells and organs that work together to defend you against infections and diseases by stopped threats like bacteria and viruses from entering your system. While there are many things we need to do to keep our immune systems functioning at optimal levels, masturbation (or other means of achieving orgasm) has proven to have positive effects on the immune system as a whole.</p><p>Just as bad habits (such as an inconsistent sleep schedule or harmful chemicals in your body) can slow your immune system, positive habits (such as a healthy sleep schedule and active sex life) can help boost your immune system. </p>
Sallie Krawcheck and Bob Kulhan will be talking money, jobs, and how the pandemic will disproportionally affect women's finances.
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