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On April 18, 1944, Ford was off again - Newfoundland, Scotland, London, mostly preparing to cover the coming invasion. Ford asked his men who among them had small-boat experience, and Robert Moreno raised his hand. "I told him I had, and that was about it. He didn't tell us how to cover it or anything."

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Mark Armistead had become friendly with John Bulkeley, the hero of They Were Expendable, and brought him by to meet Ford at Claridge's. Ford was lying in bed naked, but he insisted on getting up and saluting Bulkeley, a winner of the Medal of Honor. Bulkeley was assigned command of a squad of PT boats working the English Channel during D-Day.

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Ford's unit was in charge of documenting Operation Overlord, 176,000 Allied soldiers invading the beaches of France. Since photographing any battle is always an exercise in improvisation, Ford's job was to make sure that everyone who should have a camera had one. He assigned Brick Marquard and Junius Stout to be lead cameramen in the first wave, and supervised fitting some of the landing craft with automatic cameras that would start filming as soon as the ramps lowered.

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Since George Hjorth had already made some nine drops behind enemy lines, he was assigned to go in before the invasion, find a spot on the beach, and photograph the incoming troops. "All Ford told me was, 'Photograph what you see. If you can see it, shoot it.' "

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The invasion was originally planned for June 5, so Hjorth went in on the 3rd, when some Free French picked him up and hid him in a farmhouse. On the morning of the 6th, about two in the morning, he was taken down to the beach. Hjorth had an Eyemo and about twenty rolls of black and white film. He was about fifty yards from the water, behind a tuft of bushes.

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"I could hear motors. It was the minesweepers cleaning out the area. They had a big, wide strip they cleaned out, then two Y shapes on either side of the main strip, one for coming in, one for going out. When it started getting light, I looked out, and it seemed there were islands out there in the channel. But I remembered that the only islands in the channel were Jersey and Guernsey, and those couldn't be seen from the shore of France. And then I realized those weren't islands, those were ships, dozens of them, hundreds of them. That's when I realized it was the invasion.

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"It was pretty light when the invasion started, maybe seven o'clock. And I started cranking away. All I was thinking was 'Am I in focus? Is the camera too high or too low?' The fact that I was photographing guys getting killed didn't hit me until I got onto a destroyer later that day, around noon. Then it hit me hard. That was the day I started smoking."

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Ford was on board the battleship Augusta, which was serving as invasion headquarters. But as the barges disgorged their men to the slaughter that awaited the first wave, as the battle wore on, Ford grew restless. He radioed Armistead, on board Bulkeley's PT boat, to come and get him. The last thing Bulkeley wanted was a Hollywood director as his responsibility in the middle of the most important battle of the twentieth century, but Armistead vouched for him.

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Bulkeley was surprised at how quickly Ford absorbed the requisite information. Armistead thought Ford seemed unusually happy, even when the PT boat fought a machine-gun duel with German E-boats off Cherbourg. Ford genially accused Bulkeley of planning to take the first picture of the dead body of a famous director. The two men became friends, and Ford realized that Bulkeley would indeed be a great subject for a movie.

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Although Ford would later imply that he was dodging bullets on Omaha Beach ("My memories of D-Day come in disconnected takes like unassembled shots to be spliced together afterward." he said at one point), he seems not to have actually landed for several days. Certainly, his grandson Dan, who would be decorated for his own service in Vietnam, never heard my stories about Ford's exploits on D-Day, which he is certain he would have had Ford been in the first or second waves.

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Two days after D-Day, Ford wrote Mary in veiled terms: "Been up country for a coupla days - lovely weather - enjoyed the English summer. Feel wonderfully well + rested - lots of milk + eggs etc. - put on weight... - well my darling I miss you terribly + our home + our family, but I guess

that's what we're fighting for. Carry on my sweet. I hope to be with you all again before many weeks. This thing is going great. Jerry is bound to crack up any day. I love you."

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Ford began moving inland with the American troops. The other directors serving in the same theater were astounded at Ford's bravado. George Stevens remembered sheltering himself under a hedge in Normandy when he looked up and saw Ford standing full-height, calmly observing some fighting.

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Scott Eyman "Print the Legend: The Life and Times of John Ford" (1999)

Can My Adolescent Drive a Car?

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Many parents ask me about the ability of people on the autism spectrum to drive a car. I have been driving since I was eighteen. I learned on the dirt roads at my aunt's ranch. Every day for an entire summer, I drove her old pickup truck three miles to the mailbox and back. The truck had a manual gear shift and it would stall unless the clutch was worked just right. Because of the difficult clutch for the first few weeks my aunt operated the clutch and I sat beside her, learning to steer. After I learned steering, it took me several weeks to ?master the clutch. Aunt Ann made sure I had completely mastered steering, braking, and changing gears before she let me drive the truck on a paved road with traffic.

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The main difference between a typical adolescent and a person with autism is that more time may be required to master the skills involved in driving a car, and these skills may need to be learned one piece at a time. For instance, I didn't drive on a freeway until I was completely comfortable with slower traffic. The several months of driving in the safe dirt roads on the farm provided the extra time I needed to learn safely.

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When a motor skill, such as driving, is being learned, all people have to consciously think about the parts involved, such as steering or operating the clutch. During this phase of motor learning, the brain's frontal cortex is very active. When a skill such as driving or steering becomes fully learned, the person no longer has to think about performing the sequential steps involved. Steering the car becomes automatic and conscious thinking about how to do it is no longer required. At this point, the frontal cortex is no longer activated. The motor cortex takes over when a skill is fully learned and the skill is executed unconsciously,

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I would recommend that the process of steering, braking, and otherwise operating a car be fully learned to the "motor automatic" stage before permitting your son or daughter to drive in any amount of traffic, or on a freeway. This helps solve the multitasking requirements involved with driving and frees up the frontal cortex to concentrate on traffic, rather than the operation of the car itself.

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If a child can ride a bike safely, and reliably obey the traffic rules, he or she can probably drive a car. When I was ten years old, I rode my bike everywhere and always obeyed the rules. Likewise, to be able to drive a car, a person must already know how to steer a bike, golf cart, trike, electric wheelchair, or a toy vehicle. Parents interested in teaching their child to drive a car can plan ahead while the child is still young, making sure he or she first masters some of these skills on other types of vehicles.

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Another critical issue to consider is the maturity level of the individual. Does the boy or girl have enough mature judgment to drive a car? Are they careful to obey rules given them? How do they react under pressure? These factors need to be assessed on a case-by-case basis to determine if an adolescent is ready to tackle driving a car. I recommend allowing the person on the spectrum extra time to learn the basic operation of the car and the individual skills involved in driving. After each driving skill becomes fully learned and integrated with the other skills, they can slowly progress to driving on roads with more and more traffic, higher speeds, more frequent stops, or areas where there is a greater chance for different events to occur (for instance, driving in neighborhoods with lots, of children or a high concentration of business establishments with cars pulling in and out of parking spaces regularly) Finally, nighttime driving should be avoided until the adolescent is very comfortable with all aspects of daytime driving.

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I think rather than pondering CAN my child with ASD drive a car, the more appropriate question is "Is my child READY to drive a car?" The act of driving a car can be broken down into small, manageable pieces for instruction. The motor skills can be taught and, with enough practice, can be learned. However, driving is a serious matter, one that involves more than just learned skills. Each parent needs to decide whether or not their son or daughter has the maturity and good judgment required to allow them to get behind the wheel of a car. In this regard, the parents' decision is no different for a person on the spectrum than it would be for a typical child.

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Temple Grandin "The Way I See It: A Personal Look at Autism & Asperger's" (2011)

No man is an island

(1624 Book by John Donne)

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This is . . . a tale of history, really.? It's a love story.? And it also explains how the Wexford Musical Festival in Ireland came about.

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It concerns London in the early seventeenth century when the pilgrim fathers put in to James the First for a charter to leave these shores.? And find a quicker way of getting rich on the shores of America.? They just escaped.?? It was the first charter flight, actually, in history.

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And we are concerned with two men and a girl.? A loveless love story.

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The first is John Donne.? John Donne was a kind of poet, a mystical pet. He's also a semi-clergyman. John Donne used to take services, not important services, just the evening: quickies.

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Morning services were grand and lots of choral singing.? And it was just a sermon and a Gregorian chant.? It was Some Enchant at Evening.

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John Donne was in love with this girl, Ann Moore.? She was always loved by another chap called Norman Conquest.

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Now Norman Conquest was a rather flash character, unlike John Donne.Norman Conquest was slashed doublets and purple hose.? And he had an Elizabethan beard, like a ferret's armpit in a high wind. And terminal acne.

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Now both of these were in fact, during the day, were broadcasters in a sense that we would call them now.

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Because the old Wooden O on the south bank had spawned these chaps who wanted to take broadcasting outside the theater.? To broadcast, in fact, they went round with big megaphones.

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Norman Conquest used to sing all the popular songs and he was called Woody-O One.

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John Donne used to do interviews on the street corner with people. And he was called John Donne or Woody-O One Four.

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And Ann Moore decided to marry Norman Conquest.? And John Donne was shattered by this.? So he laid plans.

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And he knew that Norman Conquest was frightfully ambitious and wanted to be a big thing in show business.

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And there was this Yorkshire schoolmaster, failed, called Wexford Squares, who wanted to go to Ireland and form this arts music festival.

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And John Donne said, "I'll give you a sum of money to set it up if you'll take this Norman Conquest as the festival supervisor.? Because he'll jump at the chance.? And it'll get him out of the way and I'll be able to marry my sweetheart, Ann Moore.

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But Ann Moore said she was going to get married to Norman Conquest.? And she asked John Donne to conduct the marriage service.

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So, there they are.? There's Ann Moore waiting.? There's John Donne with the prayer book.? No bridegroom.

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And the bell starts ringing.? Quarter to three.?

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She said, "WHERE IS HE.? MY GROOM. How long does the bell toll?"

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John Donne says, "Ask not for whom the bell tolls", Swiftly passing the prayer book to the real vicar and taking his place beside Ann.

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He said, "It tolls for us.? Norman is in Ireland."

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Frank Muir

880912a

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download at http://www.mediafire.com/download.php?v3enu1jvwhgbf38

I was prescribed a yearlong course of antibiotics to prevent recurrent urinary tract infections. Should I be worried about antimicrobial resistance?

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Whenever you take antibiotics, no matter the dose or duration, there is a risk of developing resistance, said Dr. Sarah Kabbani, a public' health physician at the Centers for Disease Control and Prevention.

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Antibiotics work by killing bacteria in your body. But some bacteria will survive, which can make future infections harder to treat. This result, antimicrobial . resistance, is responsible for more than 35,000 deaths in the United States each year.

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While antibiotics are necessary for serious, life-threatening infections, they're sometimes prescribed for less urgent situations.

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The most important question to discuss with your doctor before taking an antibiotic is: Do I really need it?

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It's very possible that you don't, said Dr. Bradley Langford, a pharmacist specializing in antimicrobial resistance at Public Health Ontario in Toronto. According to the C.D.C., at least 28 percent of antibiotics prescribed in outpatient settings like doctors' offices and emergency departments are unnecessary.

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In recent years, U.S. health experts have recommended being more conservative in prescribing antibiotics for common situations, like for treating acne or preventing infections from dental procedures.

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If a provider does recommend an antibiotic, research suggests that the shorter the course, the lower the resistance risk, and in many cases, shorter courses are just as effective as longer ones.

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Still, some providers continue to prescribe longer courses than are necessary, Dr. Kabbani said, so whatever your situation, ask if you're on the shortest course possible.

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Also consider the type of antibiotic. Broad-spectrum antibiotics, which target many types of bacteria, are more likely to cause resistance than those that target fewer types.

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And lower dosages don't automatically mean less chance of resistance, Dr. Langford said. What's more important is whether you're taking antibiotics at all, and for how long.

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Most of us know that we shouldn't take antibiotics for viral infections, like colds and flus. But guidelines for other situations may be less straightforward.

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SURGICAL AND DENTAL PROCEDURES Prophylactic antibiotics are often prescribed before surgeries to reduce the risk of infection. In those cases, they are worth taking, Dr. Kabbani said.

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But taking antibiotics before a dental procedure is often not necessary, she said; the drugs should be reserved for those at higher risk of complications, according to the American Dental Association.

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RECURRENT URINARY TRACT INFECTIONS If you have chronic U.T.I.s, defined as more than two in six months or more than three in a year, short courses of prophylactic antibiotics - typically lasting from three months to a year - can reduce their recurrencein adults. But the drugs still carry risks for resistance.

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Doctors are increasingly recommending that if you have recurrent U.T.I.s, it's best to start with alternative prevention methods, such as drinking more fluids, Dr. Langford said.

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There's "very limited evidence" for taking prophylactic antibiotics for recurrent U.T.I.s indefinitely, Dr. Kabbani said. But if you are prescribed them for an extended course, make sure you know how long it should last; usually, it's no more than a year, Dr. Langford said.

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SKIN CONDITIONS People with skin conditions like rosacea or acne are commonly prescribed antibiotics. In fact, dermatologists prescribe more antibiotics than providers in any other medical specialty, said Dr. John Barbieri, a dermatologist at Brigham and Women's Hospital in Boston.

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For severe rosacea, antibiotics are often the best treatment, Dr. Barbieri said. Though medicated creams or gels or gentle skin care routines can help with milder cases.

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For acne, alternative and effective treatments are available, like benzoyl peroxide washes, topical retinoids and products with salicylic acid.

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Topical antibiotics May help ' mild cases of acne, but they can still cause antimicrobial resistance. So take them in combination with other topical treatments, like retinoids, experts say, to reduce your exposure.

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If your acne is severe, oral antibiotics won't "cure" it, but they can improve an outbreak quickly, Dr. Barbieri said, so they may be helpful for temporarily managing your acne while pursuing other, longer-term treatments.

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Anna Gibbs

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Virtual Freshman Orientation

By Nicky Guerreiro And Ethan Simon

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Welcome, freshmen, to your first year at William McKinley Virtual High School. Even in the midst of a global pandemic, we're committed to providing you with a classic all-American high-school experience - online.

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At McKinley Virtual High, education comes first. In math, you will learn the principles of geometry. The four walls of your bedroom form a rectangle, No point in learning the other shapes. For science class, you will engage in the global race for a COVID-19 vaccine. Sure, it's unlikely that the cure is dog food mixed with Clearasil, but the scientific method says you have to everything. Except drinking bleach. Science has always known that you can't drink bleach.

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Socially distant P.E. will look a little different. This year, students will have to pummel THEMSELVES with dodgeballs. If you wear glasses, you must leave them on. It's all part of the educational experience. To simulate the locker-room environment, you will split into two Zoom "breakout rooms" - ?one for girls and one for boys - and get naked. Our lawyers have assured me that this is both legal and a cherished part of high school. For those of you who are self-conscious about your changing bodies, please know this: you are not normal. You are the only one who has ever looked like that. Google "fifteen-year-old boy normal" and you'll see. In lieu of a school-provided gym uniform, please change into whatever clothes make your body look lumpiest.

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While there's no substitute for the healthy meals prepared in our cafeteria, you can re-create the nutritional profile of a school meal by squirting ketchup on a slice of pound cake.

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High school is about social life, too. Even in virtual high school, you will quickly find new friends and establish social circles. But some things will be a little different. Drama kids: though the school's production of "Our Town" has been cancelled, you'll be happy to know that all of you got the lead role. Debate team: you will now be holding practice sessions in the reviews section of Amazon.com. (Resolved: the SleepTech 2000 is an imperfect mattress pad.) Goths: your belief that the world is a purposeless wasteland of dysfunction and fear used to set you apart. But, now that we're all in agreement on that, maybe it's time to find a new thing - have you tried jogging? Bullies: you'll have to cope with your parents' divorces some other way. Popular kids: don't worry, even through the small window into your lives which a Webcam provides we can still tell that you're rich. Stoners: as you were. This is really your time. And, since we won't be able to find out who would have been that kid whose rolling backpack runs over everyone's feet, please just raise your hand now. (Thanks, I had a hunch it was you.)

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I know that virtual high school must be a disappointment. Many of you had big plans for this year. Some of you were going to find yourselves in detention with students from different backgrounds. After a series of comical misunderstandings and a dance montage, you would have learned to like - maybe even love - one another. This will no longer be possible. Detention will be virtual, too. You will watch a nine-hour video about corn.

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One of you was going to be crowned homecoming queen, only to break the tiara into dozens of pieces and share it with the entire class. I cannot emphasize enough how unsanitary that is. Still others were going to connect with an ambitious young English teacher from another walk of life, who would have shown you that poetry is just like rap, and that, through the written word, you could transcend your background. Maybe next year. And, if you were planning to take off your glasses and reveal that you've actually been hot the whole time, please sign up for a time slot. When you all do it at the same time it doesn't work.

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As you imagine yourselves stepping through the doors of William McKinley Virtual High, think of our namesake, a President who did not live through the pandemic of 1918, since he was shot in the chest in 1901. What a lucky break.

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I can't wait to see you all at graduation. Maybe.

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The New Yorker, August 24, 2020

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For a scene where the Clanton gang rides into town, Ford got a wind machine to create a dust storm, and instructed the actors to fire off their guns and shotguns close to the horse's ears so they'd ride wild. He wouldn't allow stuntmen to do the scene, but insisted that Walter Brennan, John Ireland, and Grant Withers do their own riding.

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They managed to pull the scene off, but then Ford asked for a retake. Grant Withers was hanging behind, and Ford nudged him. "Come on, Grant, dammit, hurry up. Which is your horse?"

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"The one with the shit in the saddle," said Withers.

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It was requests like that, not to mention Ford's overall demeanor, that alienated Walter Brennan. "Can't you even mount a horse?" yelled Ford when Brennan was having trouble. "No, but I got three Oscars for acting," retorted Brennan.

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Despite their mutual dislike, Brennan was giving a memorably cold, homicidal performance as Pa Clanton, possibly because he was transferring his loathing of Ford into his character's loathing of Earp. Brennan went through the film in a professional manner, and refused to ever work with Ford again. (Ford's home movie footage of the production shows a few random but beautiful shots of the Valley at dusk, Jack Pennick and Tim Holt relaxing, Victor Mature and Ward Bond gagging it up, and a notably solemn Walter Brennan not gagging it up.)

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Scott Eyman "Print the Legend: The Life and Times of John Ford" (1999)

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Charlie Chaplin Plays Straight Man To Groucho Marx

Beverly Hills Tennis Club,

Los Angeles

July 14th 1937

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Tennis has become the most fashionable sport in Hollywood: Clark Gable, Errol Flynn, Cary Grant, Spencer Tracy, Carole Lombard, David Niven, Norma Shearer and Katharine Hepburn all play. This prompts Fred Perry - the world no. 1 player for the past five years' - to turn professional and move to Los Angeles with his film-star wife Helen Vinson.

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Perry buys the Beverly Hills Tennis Club with the American champion Ellsworth Vines. To mark its opening, the two of them play in one of the very first pro-celebrity tournaments: Perry partners Charlie Chaplin and Vines partners Groucho Marx.

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Charlie Chaplin (b.1889) is just a year older than Groucho Marx (b. 1890), but the gap seems infinitely wider: the two men are separated by sound. Chaplin is the king of silent comedy, Marx the king of the fast-talking wisecrack. Chaplin spends a lot of time fretting that he belongs to the past; at lunch before the game, he shares these fears with his opponent.

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'Charlie turned around to me and said, "Gee, I envy you;" recalls Groucho, a quarter of a century on,' and I said, "You envy me? Why?" He said, "I wish I could talk on the screen the way you do." I found this such an ironical statement. Here was the greatest comedian that there's ever been, there's never been anyone like him, and he's sitting there envying me because I can talk.'

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It is not hard to detect an undertow of triumph beneath this outward show of sympathy. Groucho has always been a very competitive man, and Chaplin is known as the world champion in their shared field of comedy. But by the time Groucho looks back on this conversation, silent comedy has come to seem as out-of-date and quaint as the penny-farthing.

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At the time, he notes ruefully that while City Lights is acclaimed an instant classic, Monkey Business is seen as 'the usual Marx Madhouse .. .'

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On this summer's day in 1937, it is as though the edgy competition between the two most famous comedians in the world has been formalized. Chaplin Chaplin prides himself on his tennis: as well as being a member of the Beverly Hills Club, he has his own court at his home, where he throws tennis parties for fellow stars like Greta Garbo and Clark Gable. When newsreel photographers turn up, he always plays that little bit harder. Groucho is much less proficient with a racket. Unable to compete in tennis, and incapable of being seen in public without playing his buffoonish on-screen character, he decides to compete for laughs. He turns up with a huge suitcase and a dozen tennis rackets, curls up in a sleeping bag, then brandishes a ping-pong bat.

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Chaplin and Perry win the first game with ease, and the second game too. At this point, Groucho tells the crowd that he is going to have a lunch break ('Vines can do all my playing for me!'). He dips into his suitcase and produces a tablecloth and a range of sandwiches, which he proceeds to spread on the ground. 'Will you join me for a spot of tea?' he shouts to Chaplin, playing to the crowd.

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Charlie Chaplin feigns laughter, but is quietly seething: he wants to get on with the match. 'I didn't come here to be your straight man,' he hisses into Groucho's ear.

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Groucho omits this comment from his memoirs. In newsreel footage, Chaplin can be seen smiling at Groucho's shenanigans, but this is only for the cameras. Years later, he has still not forgiven Groucho for casting himself in the role of funny guy. After all, given the choice, who wants to play stooge?

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Craig Brown "Hello Goodbye Hello" (2011)

I've got a little list

(Gilbert & Sullivan, The Mikado)

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Dear Mrs. Atkinson,

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First of all, let me thank you for your very sympathetic letter and in reply to your question, well, yes, I do still suffer from it.? In fact only last week I was strolling through the hosiery department of one of the big West End stores, when right in front of me, I saw a sign that said, "support stockings."? Now straightaway I went to offer my support, because when it comes to that long-standing stockings versus tights debate, it's no secret which side I favor, especially the shiny black ones.? And it wasn't 'till I noticed certain elasticized hosiery on that counter that I realized what had happened once again, Mrs. Atkinson, I had fallen prey to the strange mental disorder you are inquiring about, the one known in medical textbooks as literalism.

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Now they describe this distressing condition as a congenital inability to take words and phrases other than literally, so if, for example, a sufferer sees an advert for micro-thin toasters, they wonder how many people like to toast micro-chips; or if he comes across a tin of turtle wax, he'll find himself musing about the exact number of pet owners cursed with squeaky turtles.

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What it says, Mrs. Atkinson, for literalism victims, the mental images that language conjures up, the interior pictures, they're just not the same as for ordinary people. That's why, whenever a weatherman points at his little map and says, "Well, as I forecast, the rain kept up all day."? I become filled with an unreasoning fury, because, of course, the literal truth is the rain did not keep UP at all, it kept coming DOWN, all the time.

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Or to give another example from my own experience, I still come over all hot when I remember my first plane flight and what happened when I heard the stewardess say, "We are now coming in to land, so will you please extinguish all cigarettes and put your seat in the upright position."

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Because of my leanings towards literalism, it didn't occur to me that she was referring to the aircraft seat. So I positioned myself with my rump in the air and my head somewhere down by the sick bag. And I can now tell you that assuming that posture when the aircraft is also going into a nose down mode, not only leads to dizzy spells, but you wind up being escorted off the plane by two orderlies from Helmslow General.

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So Mrs. Atkinson that's a general picture of the unhappy disability known as literal thinking. But what your letter was particularly concerned about was whether you could ascertain if your twelve-year-old son has developed this dread affliction.

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Well, Mrs. A, it's one of those heartbreak questions.? All I can say is that you must look out for the telltale signs of literalism.? You could try a couple of simple tests.? For a start lead him into the kitchen and show him that knob on your washing machine that says "Pull on, push off." If he gives it a sharp tug, then straight away leaves the house that does not bode well.

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Your next step must be to take a walk down the road, then ask him what comes into his mind when he sees the house with a sign that saying "neighborhood watch." If he says he pictures a lot of local people popping in there to ask what time it is, Mrs. A, I fear you must give up hope.? All you can do, in that case, all you can do in that case is summon up as much resignation and borrowing a phrase from W.S. Gilbert, you must say to yourself, "I've got a literalist."

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Dennis Norden, 880826

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Download at http://www.mediafire.com/?4qo3p76fonepzki

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I get ingrown hairs every time I shave. Can I get rid of them?

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It's a common issue: Your freshly shaved, waxed or plucked skin appears smooth and hairless - until pimple-like bumps crop up days later.

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Ingrown hairs can occur anywhere on the skin, but they typically emerge in places you remove hair, like in the beard, pubic, leg and armpit areas, said Dr. Elizabeth Bahar Houshmand, a dermatologist in Dallas.

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They typically look like raised red or flesh-colored bumps, sometimes with hair or pus inside, said Dr. Amy K. Biebeir, a dermatologist at NYU Langone Health.

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Hair grows from a follicle deep within the skin, said Dr. Paradi Mirmirani, a dermatologist at Kaiser Permanente in Vallejo,? Calif. Shaving is more likely than waxing or plucking to cause ingrown hairs because it tends to break off the hair just under the skin, which could push the hair into the skin's layers and interfere

with its growing path, she said.

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But waxing and plucking can do this, too, and your hair type it also plays a role, said Dr. Della P. Foulad, a dermatologist at? U.C.L.A. Health.

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The closer the shave the more likely an ingrown hair is to form because the hair can get trapped under the skin, Dr. Foulad said.

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It can be tempting to squeeze the bumps or try to excavate the trapped hair, Dr. Foulad said, but that might increase the risk of inflammation, scarring or infection. "You shouldn't be yanking out the hair," she said.

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Most cases typically resolve on their own within about a week. But if the bumps are painful or itchy, you can try applying a warm compress (like a wet wash-cloth) or cortisone cream until inflammation subsides.

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To speed healing, Dr. Foulad recommended using a benzoyl peroxide wash, which has anti-bacterial properties. or chemical exfoiants

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The only way to prevent in-grown hairs is to stop shaving,, waxing or plucking, but that's not always realistic. If feasible, allow your hair to grow for as long as possible and wait for any existing ingrown hairs to heal before shaving or using another hair-removal method, Dr. Bieber said.

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Cleanse your skin before hair removal and always use clean tools, like razors or tweezers, to avoid introducing germs to the skin, Dr. Foulad said. Run your tools under warm water to remove excess hair. Replacing razor blades frequently helps too.

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Avoid multi-blade razors, which cut hair too close to the skin, or choose an electric razor that allows you to adjust the blades to avoid a close shave, Dr. Houshmand recommended.

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Use shaving cream to reduce friction, and shave with - rather than against - the grain. Rinse your razor after each pass, Dr. Foulad said.?

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After hair removal, apply a serum or moisturizer containing salicylic, glycolic or lactic acid. If your ingrown hair bumps become more red of painful, or if they are warm to the touch or develop extra pus, that might signal an infection, Dr. Bieber said. Consult a medical provider, who may treat the bumps with a topical steroid or antibiotic.

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Also see a dermatologist if your facial or body hair removal routine is regularly causing ingrown hairs that are bothersome

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Doctors may also recommend alternative hair removal methods, like depilatory creams, which dissolve the hair and are less likely to cause the bumps, Dr. Foulad said. Other options include laser hair removal or electrolysis.

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Occasional regrowth is possible with these last two methods, Dr. Mirmirani said, but the hair usually grows back thinner and rarely causes ingrown hairs.

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Erica Sweeney

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Bottom-Up Thinking and Learning Rules

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Individuals on the autism spectrum learn to form concepts by grouping many specific examples of a particular concept into a virtual "file folder" in their brain. There may be a file folder labeled "Dogs," full of many mental pictures of different kinds of dogs - together, all those mental pictures form a concept of "Dog." A person on the autism spectrum may have many of these virtual file folders in their brain - one for each different concept (rudeness, turn-raking, street safety, etc.). As a person grows older, they create new file folders and add new pictures to the ones in their old file folders.

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People on the autism spectrum think differently from non-autistic, or "typical" people. They are "bottom-up," or "specific-to-general" thinkers. For example, they may need to see many, many different kinds of dogs before the concept of dog is permanently fixed in their mind. Or they may need to be told many times, in many places, that they must stop, look, and listen before crossing the street before the concept of street safety is permanently fixed in their mind. People on the spectrum create the concepts of dog, street safety, and everything else by "building" them from many specific examples.

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Non-autistic, or "typical" people think in a completely different way. They are "top-down thinkers," or "general-to-specific" thinkers. They form a concept first, and then add in specific details. For example, they already have a general concept of what a dog looks like, and as they see more and more dogs, they add the details of what all kinds of different dogs (poodles, basset hounds, dachshunds, etc.) look like. Once someone tells them to stop, look, and listen before crossing the street, they know to do this at every street, in every neighborhood.

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Bottom-up learning can be used to teach both very concrete and more abstract concepts ranging from basic safety rules to reading comprehension. In this article I will give examples starting from the most concrete concepts and finishing with more abstract ones. All concepts, regardless of the level of abstraction, MUST be taught with many SPECIFIC EXAMPLES for each concept.

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To teach a basic safety rule, such as not running across the street, it must be taught in more than one place. This is required to make the safety rule "generalize" to new places. It must be taught at the street at home, at streets near the school, at the next-door neighbor's house, at streets around grandmother's house, or Aunt Georgia's house, and when the child visits a new, strange place. The number of different specific examples required will vary from child to child. When I was little, I was taught turn-taking with a board game called Parcheesi. If my turn-taking lessons had been limited to this game they would not have generalized to other situations, such as taking turns with my sister to use a sled or a toy. During all of these activities, I was told I had to take turns. Turn-taking in conversation was also taught at the dining room table. If I talked too long, Mother told me I had to give someone else a turn to talk.

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Using many specific examples should also be used for teaching number concepts. To achieve generalization, a child should be taught counting, adding, and subtracting, with many different kinds of objects. You can use cups, candies, toy dinosaurs, pens, Matchbook cars, and other things to teach the abstract idea that arithmetic applies to many things in the real world. For example 5 - 2 = 3 can be taught with five candies. If I eat 2 of them, I have 3 left. To learn concepts such as less and more, or fractions, try using cups of water filled to different levels, cutting up an apple, and cutting up cardboard circles. If you only used cardboard circles, the child might think that the concept of fractions applies only to cardboard circles. To teach bigger versus smaller, use different-sized objects such as bottles, candies, shirts, blocks, toy cars, and other things.

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More Abstract Concepts

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To move up a degree in the abstractness of concepts, I will give some examples for teaching concepts such as "up" and "down." Again, you must use many specific examples to teach these concepts.

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The squirrel is "up" in the tree.

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The stars are "up" in the sky.

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We throw the ball "up" in the air.

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We slide "down" the slide.

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We dig a hole "down" in the ground.

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We bend "down" to tie our shoes.

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To fully comprehend the concept, the child needs to participate in the activity while the parent or teacher says a short sentence containing the word "up" or "down." Be sure to vocally emphasize the concept word. If the child has difficulty with verbal language, combine the word with a picture card that says "up" or "down."

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Recently I was asked, "How did you comprehend the concept of rude behavior or good table manners?" Concepts that relate to judgments or social expectations are much more abstract for a child, yet they can still be taught in the same way. When I did something that was bad table manners, such as waving my fork in the air, Mother explained to me - very simply and without a lot of verbal chatter - that it was bad table manners. "Temple, waving your fork in the air is bad table manners." She used many naturally occurring teachable moments, helping me connect my action to the concept "bad table manners." She did this matter-of-factly and kept the message simple and consistent. Learning many specific examples also worked when she taught me the concept of rudeness. When I did something that was rude, such as belching or cutting in line, Mother told me I was being rude. Gradually a "rude" concept formed in my brain from the many specific examples.

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Reading Comprehension

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Many children on the spectrum can decode and read, but they have problems with comprehension. To start, focus on the very concrete facts, such as characters' names, cities they visited, or activities they did, such as playing golf. This is generally easier for the child to comprehend. Then move on to more abstract concepts in a passage of literature. For example, if they read, "Jim ate eggs and bacon" they may have difficulty answering the multiple-choice question: "Did Jim eat breakfast, lunch, or dinner?" Teach the child to break apart the question and scan his or her brain files for information that may help with comprehension. For instance, I would search through the files in my brain for pictures of meals. A picture of eggs with bacon is the best match for breakfast compared to lunch and dinner pictures.

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These more abstract concepts and associations don't develop quickly. The child will need to add more and more information into his brain computer before he can be successful with abstractions. This data comes from experiences, which is why parents and teachers need to give the child lots and lots of opportunities for repetitive practice on a concept or lesson. I would start to learn this sort of concept only after a teacher had explained many different stories to me.

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Temple Grandin "The Way I See It: A Personal Look at Autism & Asperger's" (2011)

Diagnostic exam: do you have math anxiety?

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By Paul Rudnick

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1. When your first grader asks for help solving a Common Core math problem involving subitizing and stable order, how do you respond?

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(a) I strangle my child while shrieking, "This is why ... we ... bought ... you that fancy computer, Liam.

(b) I tell my child, "Go ask your mother. Your birth mother. I think she lives in Canada."

(c) I ask to see the equation, then discuss it with my child using nonsense terms. Example: "Simply tri-dram the hexabop until the tetramint indoles." If my child appears confused, I say, "I wish you were smarter."

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2. If you need to divide a restaurant check by four and calculate the tip, do you:

(a) Leave your wife's earrings on the table instead?

(b) Hand the server a printed card reading, "I have math anxiety. Please add an appropriate gratuity to my portion of the check. I don't care if you overcharge me. I don't care."

(c) Calmly hand the check to your husband and say, "Here. Justify your existence."

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3. When you watch a movie in which the main character rapidly scribbles long, complex equations across a blackboard, what are you thinking?

(a) I read somewhere that Russell Crowe used a hand double for that scene.

(b) I bet that after they filmed this scene Eddie Redmayne fired his agent.

(c) In real life, Benedict Cumberbatch can't remember his PIN number.

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4. What is a hypotenuse?

(a) A very graceful hypot.

(b) An overweight chanteuse.

(c) The French word for profound boredom.

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5. How do you calculate your car's gas mileage?

(a) By driving off a bridge.

(b) I put my head on the hood and listen for the mileage fairy.

(c) I ask Siri to do it, and then wait patiently for her to stop laughing and calling me "a sad little man."

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6. True or false: E=mc squared

Answer: D-minus.

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7. When was the last time you needed to do math?

(a) Never, just like everyone else in the history of the entire world.

(b) When I was measuring a wall for a bookcase and then decided that I'd rather move.

(c) I don't remember, because the last time I heard the words "subprime interest rates," "the Dow," and "refinance," I blacked out, and when I woke up everyone in the bank was dead.

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8. Which would you rather do:

(a) Use a slide rule to solve a trigonometry problem.

(b) Use a slide rule as a rectal thermometer.

(c) Give a slide rule to a math geek as a gift and say, "Finally, you have a genital."

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9. Who is the greatest mathematical genius of all time?

(a) The person who invented the accountant.

(b) Whoever realized that an abacus is just a decorative accent piece on an East Hampton coffee table.

(c) The "Sesame Street" character who, when asked to add two plus two, replied, "Ask a Muppet who gives a damn."

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10. What do you do when you travel to a foreign country and need to figure out the currency?

(a) I ask, "How much is that in real money?"

(b) I remind every salesclerk who won the Second World War.

(c) I hold my American Express card in front of my face and say, in a Pepe Le Pew accent, "Oh, I the-e-enk ju understond vat I'm talking about, Senor Funny Money."

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The New Yorker, October 26, 2015

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Tess of the D'Urbervilles

(Thomas Hardy - Title of novel)

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A few weeks ago I told you of the problems I had with the chap who comes twice a week and arranges nature in our garden.? Fred.? And it was my inability to find him a swan-necked hoe.? Only I had to make do with a dutch hoe and lost faith

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It's terribly important that Fred doesn't treat me as a complete nincompoop as regards gardens or he'll go work for somebody ELSE.

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That is most slightly difficult. Because I don't know a lot about nature and gardens and flowers. I know the difference between a daisy and a banana.? In between there's rather a gray area.?

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I don't see it and I must APPEAR to Fred as though I'm familiar with these things.

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The most humiliating thing was when Fred suddenly said to me, "Taters."

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Was he referring to Taters Andronicus?

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"Taters. Where you dig some potatoes for your wife.? She wanted some potatoes.? And I'm busy.? Could you dig 'em?"

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"But of course, Fred.? Naturally.? Like a flash.? Of course I will."

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And I went and got a fork and realized that I couldn't find any potatoes. I looked all over the ground and looked up in the trees, but there were no potatoes at all.

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So, my daughter was in bed with flu at the time, so I threw some gravel and said (whispering), "What do potatoes look like?"

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And she pointed out where they were.

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So I dug a trench along the side of the potatoes.? About two feet wide and about three feet down.

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And the lead tunneled sideways. And I pulled the potatoes up downwards.? And actually got them up unspoiled.

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And then Fred came and looked at me and said, "What have you done? What you done?"

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"Somehow I've dug up potatoes in a new way.? And it was just waste ground just for these ferns."

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He said, "With the Asparagus bed.

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And ever since, he's been taciturn.? Not to say, terse.

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When things aren't going well between us, he goes down to monosyllables.

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I say, "Good morning, sir.? What a lovely lovely morning.? How nice to see you.? What a lovely day it is!

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And he says, "Nope."

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And I know there's trouble.

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And yesterday Fred said to me, "Dibber."

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And I thought it was a boy scout thing. So I said, "Dib dib dib to you."

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And he looked at me levelly for quite a while and then he said,? "I want a dibber.? By Friday."

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I said, "What PRECISELY.? I know what a dibber is of course. PRECISELY what did you want it for on Friday?"

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He said, "I'm putting seeds in. Bulbs."

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I said, "Ah.? Right.? Friday you shall have it."

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Rushed to the dictionary.? Do you know what a dibber is? A dibber is a fishing rod which is used when you lure the bait on the surface."

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What on earth does he want a fishing rod, which is clearly the simplest form of fishing rod there is.

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It's just a bamboo lumber. So I got a long bamboo thing.? and thought if he wants it for putting seeds in, presumably he'll stick it in the ground and then have all his potato and tomato

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So, I got a lot of little bags and nailed them round the bamboo pole.? Because everybody wanted to put bulbs in.? and I thought there was a hundred-watt bulb in the greenhouse.? There were two sixty-watt bulbs in the shed.? So there clearly was one to spare.

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So I nailed a slice of wood across the bottom of the bamboo things.? And screwed bayonet-fitting sockets there so that he could put his sockets there.

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It looked lovely when I finished.? I painted it all silver.? It looked like a comination between a maypole and a pogo stick.

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And I'm going to give it to Fred tomorrow and say, "You asked for a dibber, Fred.? There's your dibber.? I do hope.? You see, he'll be sort of happy and talkative if it's a success.

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If not, well he'll be, like that character in the Thomas Hardy novel, terse if the dibber fails.

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Frank Muir

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Ask Well

I live with someone who has really smelly feet. Why does this happen and what can they do about it?

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Stinky feet are normal, especially for people who sweat a lot as a result of exercise, hot weather or shoes that don't breathe. Stepping up foot care might be all someone needs to quell the smell. But that doesn't make it easy to bring up.

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"I see it all the time," said Dr. Nicholas Butler, a podiatrist in Beachwood, Ohio. "People will even be embarrassed to come see me about it."

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If someone has bromhidrosis, the technical term for smelly feet and general body odor, sweat and bacteria are probably to blame, he said. Sweat glands help regulate body temperature, and we have more of them in places like armpits, palms and the soles of the feet.

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But sweat alone doesn't have an odor, Dr. Butler said. Bacteria feed off perspiration, producing acids that can make feet smell like cheese, sulfur or vinegar.

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If someone's feet are moist all the time, even when they're not active, or if they're seeing condensation on the floor when they walk barefoot, there might be an underlying issue, Dr. Butler explained. For instance, plantar hyperhidrosis, a condition where hyperactive sweat glands cause excessive foot sweat, might be the culprit.

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"The more you sweat, the wetter it is," said Dr. Alicia Canzanese, a podiatrist in Glenside, Pa., and damp feet cause more than just bacteria buildup.

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Swampy feet create an ideal environment for fungal infections, like athlete's foot or toenail fungus. Some fungal infections cause odors, but many people who have them might be dealing with fungus and bacteria. In those cases, treating the fungal infection alone might not kill the smell, said Dr. Lori S. Weisenfeld, a podiatrist in New York City.

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If there aren't any symptoms of infection - like itching, red-ness, dryness or cracked skin small adjustments should help, Dr. Butler said.

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KEEP FEET AND TOENAILS CLEAN Many people, especially some children and teenagers, Dr. Canzanese said, don't take the time to clean their feet. Dr. Antonopoulos recommended scrubbing your feet at least daily, including between your toes. Use fragrance-free soap, he said, because while scented soaps might mask the odor, they're more likely to irritate the skin.

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Dirt, bacteria and debris trapped under your toenails can make feet stink, Dr. Canzanese said, so keep them trimmed. And dry your feet thoroughly before putting on your socks, she said.

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TRY AN ANTIPERSPIRANT OR DEODORANT Dr. Canzanese suggested swiping a combination antiperspirant-deodorant stick directly onto the soles of the feet. Use a clear solid that doesn't have any scents or dyes, she said, to reduce the risk of irritation.

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Just make sure to designate a stick that is only for feet. "You don't want to accidentally use the foot one for your armpit, especially if you're prone to athlete's foot," Dr. Canzanese said.

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CHANGE SOCKS AND SHOES Wearing closed-toe shoes without socks "is a recipe for getting very stinky feet," Dr. Canzanese said. And swapping out socks during the day, along with wearing those made mostly of cotton or wool can absorb moisture, she said.

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Rotating shoes every other day can go a long way, too. "When you have the same pair of shoes day in, day out, day after day - they don't really get time to dry in between," said Dr. Jessica Milliman, a podiatrist in Ashtabula, Ohio. But cycling through a few pairs, and opting for mesh-top or open-toe shoes that promote airflow, can keep feet drier.

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DISINFECT YOUR SHOES Dr. Milliman also recommended washing the shoes, spraying them with a disinfectant like Lysol, and letting them dry, so that bacteria doesn't have much opportunity to build up, she explained. In lieu of machine-washing, Dr. Antonopoulos suggested replacing insoles every few months and noted that there are odor-control options.

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If someone still has smelly feet after a few weeks of meticulous foot care, "I tell people, 'You need to go in to see your local podiatrist:" Dr. Butler said.

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Whether its excessive sweat accompanied by bacteria, fungus or something more, a doctor can help. In the meantime, clean, dry feet are a positive step forward: "We have a zone where we thrive best," Dr. Weisenfeld said. "Same with bacteria."

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Amy Jamieson

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