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Watch: Richard Feynman makes scientific concepts beautifully simple
Few could match the famous physicist in his ability to communicate difficult-to-understand concepts in a simple and warm fashion.
- Richard Feynman was a renowned physicist who conducted legendary work on quantum physics, the Manhattan Project, and investigating the Challenger explosion.
- Later in life, however, he became best known for his education work, gaining the nickname "the Great Explainer."
- His series, Fun to Imagine, works as an excellent primer to Feynman's unique educational style. Here are 9 science lessons he covers in his series.
Theoretical physicist Richard Feynman was unparalleled for his wit, warmth, and insightful understanding of theoretical physics. Being a gifted conversationalist with a powerful passion, Feynman loved to talk about theoretical physics and was good at it, so much so he was known as "the Great Explainer." Few others were able to approach the difficult and nebulous realm of physics and break it down into simple, entertaining, and informative nuggets of information. In his 1983 series Fun to Imagine, Feynman touches on a variety of topics from a big blue chair in his living room in Altadena, California. Here are 9 brief science lessons from this series.
1. Heat is just jiggling atoms
What we think of as heat is really just motion. Feynman explains that the sensation of heat is the "jiggling" of atoms — the jiggling atoms in hot coffee make it hot, and those atoms bump up against the atoms in the ceramic of your coffee mug, causing them to jiggle as well, making them hotter than they were before.
"It brings up another thing that's kind of curious," says Feynman. "If you're used to balls bouncing, you know they slow up and stop after a while. […] As it bounces, it's passing its extra energy, its extra motions, to little patches on the floor each time it bounces and loses a little each time, until it settles down, we say, as if all the motion has stopped." Instead, the downward motion of all the atoms in the ball have just been transferred into the floor, whose atoms are jiggling just a little bit more and has commensurately become just a little bit warmer.
Start the top video at 0:50 to watch this lesson.
2. Fire is stored sunlight
Carbon and oxygen have a somewhat paradoxical relationship; once "close" enough to one another, they form a very strong partnership, snapping together. But if they're too "far away" from one another, they'll repel each other. Feynman likens it to a hill with a deep hole in the top. "[An oxygen atom is] rolling along, it doesn't go down in the deep hole because if it starts to climb the hill, it rolls away again. But if you made it go fast enough, it'll fall into the hole."
As we learned before, when we talk about heat, we're really talking about motion, and vice versa. So, if we heat up an atom of oxygen enough, it can roll up this hypothetical hill and fall into the hole. On its way, it might bump into other atoms of oxygen, sending them rolling up their hills, and falling into their holes, which maybe bump other atoms of oxygen at the same time. This cascades, over and over again, until you have what we call a fire. Wood, for instance, contains a lot of carbon. If the oxygen around it heats up enough, the oxygen and the carbon can meet up and make a partnership together into the form of CO2, releasing a lot of energy along the way.
Where did this stored energy come from? Originally, it came from the sunlight striking a tree, which was then cut down and harvested for its wood. "The light and heat that's coming out," explains Feynman, "that's the light and the heat of the Sun that went in. So, it's sort of stored Sun that's coming out when you burn a log."
Start the top video at 7:18 to watch this lesson.
3. Rubber bands are jiggling, too
In addition to fire and the motion of atoms, heat is a big part of why rubber bands are stretchy. Rubber bands are composed of these kinked chains of molecules that, when stretched out, are bombarded by atoms from the environment that encourage those chains to kink up together again. Feynman proposes a little experiment: "If you take a fairly wide rubber band and put it between your lips and pull it out, you'll certainly notice its hotter. And if you then let it in, you'll notice its cooler."
"I've always found rubber bands fascinating," he adds. "The world is a dynamic mess of jiggling things if you look at it right."
Start the top video at 12:08 to watch this lesson.
4. Magnetic force? That's a challenge to explain!
Why do magnets repel? "You're not at all disturbed by the fact that when you put your hand on the chair, it pushes you back." With magnets, "we found out by looking at it that that's the same force as, a matter of fact […] It's the same electrical repulsions involved in keeping your finger away from the chair." The difference, Feynman notes, and the thing that makes magnets seem so unusual, is that their repulsive force acts over a distance. This is because the atoms in a magnet are all spinning in the same direction, magnifying the force such that you can feel it at a distance.
Start the top video at 14:53 to watch this lesson.
Richard Feynman while teaching.
5. Electricity: The reason you don't sink through the floor
It's pretty incredible that a wheel turning from the force of falling water from a dam can, when connected by copper wires, cause a motor to turn many miles away as well. If the wheel at the dam stops, so too does everything connected to that part of the power grid. "That phenomenon, I like to think about a lot. […] It's just iron and copper. If you took a big long loop of copper and add iron at each end and move the piece of iron, the iron moves at the other [end]."
In fact, electricity is the reason why you can't push your finger through a solid object. The negatively charged electrons in your finger are tightly bound to the positively charged protons in your finger, and the same relationship holds true for any solid object. Once you try to push your finger through something, the respective protons and electrons can't tolerate the addition of any more positive or negative charge — the electrical charge in your finger's atoms are neutral, and want to stay that way. So, the object and your finger push back very hard on one another.
In a wire conducting electricity, the electrical charge of the atoms is not neutral. The energy derived from, say, a dam, pushes electrons from one atom out, which repels the other electrons along the wire. We can use this energy to move a motor on the far end of the wire or turn on a light.
Start the top video at 22:29 to watch this lesson.
6. The mirror and train puzzle
Feynman described two puzzles he was given by his fraternity brothers at MIT. Why is it that when you look at yourself in the mirror, only the left and right sides are reversed and not the top and bottom of the reflected image? How does the mirror know to flip an image along one axis and not the other? Well, if you were facing a mirror with your nose facing north, the left and right sides aren't actually flipped—your right hand and your reflected image's right hand are both in the east. It's your front and back that have been flipped: Your nose faces north, and your reflected image's nose faces south.
Feynman thought this was an easy puzzle. A harder one is to ask what keeps a train on a track. When turning a corner in a car, the outside wheels have to go farther than the inside wheels, but cars deal with this using a differential gear, which helps each wheel to turn at different rates. Trains, though, have a solid steel bar between each of their wheels. How does the train stay on the track? The answer is that trains have conical wheels. When a train turns a corner, the inside wheels are riding on the thinner part, meaning they can rotate quickly without going too far, while the outside wheels are riding on the thicker part of the cone, meaning they have farther to go to make one rotation.
Start the top video at 32.05 to watch this lesson.
7. Your eyes are eighth-inch black holes
If a sufficiently intelligent bug were sitting in the corner of a pool, they could, in theory, observe the waves in the pool and determine who had dived in. This is what we do with our eyeballs. Like the bug in a pool, we simply take in this shaking stuff (the electromagnetic field) and can learn which objects have "dived" into our pool.
"There's this tremendous mess of waves all over in space, which is the light bouncing around the room and going from one thing to the other. Of course, most of the room doesn't have eighth-inch black holes [our pupils]. It's not interested in light, but the light's there anyway." We can sort this mess out with the instruments we carry around in our eye sockets. Feynman explains that our eighth-inch black holes are only tuned to a small slice of the waves in this pool. But the other waves, bigger ones or smaller ones, we experience as heat or as sound broadcasted from radios. The craziest thing about this to Feynman? "It's all really there! That's what gets you!"
Start the top video at 37:46 to watch this lesson.
8. Conceiving of inconceivable things
Scale, whether looking at very small things or very big things, is very difficult to conceptualize. The size of an atom compared to an apple, for instance, is the same as the size of an apple to the size of Earth. Feynman explains how difficult it is to consider very large scales, as well: "There's a very large number of stars in the galaxy. There's so many, that if you tried to name them, one a second, naming all the stars in our galaxy, […] it takes 3,000 years. And yet that's not a very big number. If those stars were to drop a one-dollar bill during a year, […] they might take care of the deficit which is suggested for the budget of the United States. You can see what kind of numbers we're dealing with."
Start the top video at 43:43 to watch this lesson.
9. Thinking is kind of nutty
Sometimes, we like to mythologize particularly impressive people, Feynman included. But thinking this way can be limiting. Feynman doesn't believe there are particularly "special" people — just those who work and study hard. That's not to say there's no difference between people, however. "I suspect that what goes on in every man's head might be very, very different. The actual imagery, or semi-imagery which comes when we're talking to each other at these high and complicated levels […] We think we're speaking very well and we're communicating, but what we're doing is having this big translation scheme for translating what this fellow says into our images, which are very different."
Start the top video at 55:01 to watch this lesson.
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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>
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