This is not H1B fraud... These are legitimate applicants from international medical schools who have put in the effort to match into American residencies. Do not displace real problems onto scapegoats. The real problems are clear in the 3 attachments below, and the summary is: 1. There is a mismatch between how many American students are trained in American medical schools and how many residents we need to train annually (about a 15,000 gap) 2. The mismatch is a consequence of the significant de-accreditation by LCME in the mid 1900s. Since then, we now have the same number of medical schools as we did 100 years ago 3. That led to structural bottleneck in matriculating American premed students into medical schools; we are rejecting over half of many hard working American college students So, what are IMGs (some are American FYI) doing? Filling in a need that we created to begin with... You need to be asking why we create and maintain these self-inflicted wounds...

🚨#BREAKING: 80 of 82 new resident doctors hired by Rochester General Hospital are reportedly foreign physicians on H-1B or J-1 visas, with just 2 Americans hired.

POV: You paid money to watch the Chris Hansen PRIMETIME movie despite already knowing you’re going to crash out. Will post my thoughts later.

And you’re a fucking mouth breathing retard who doesn’t understand nuanced situations. Catching predators is good. Sensationalizing it, televising it, and profiting off it is bad.

What is humanity if not normal people just those you judge worthy. Very misanthropic.

ADHD Isn’t a Disorder or a Myth. It’s a Mismatch. | Justin Garson Ph.D., Psychology Today Moving beyong a false dichotomy. Key points - The standard view holds that ADHD is a brain disorder rooted in faulty “executive functioning.” - A growing body of research suggests ADHD may instead be a cognitive style mismatched to modern classrooms. - Reframing ADHD as a mismatch, not a disorder or myth, changes who bears responsibility for fixing the problem. --- One in 10 American kids is diagnosed with ADHD. About half of them are on stimulant medication, such as amphetamine-based drugs like Adderall. That's about 3 million kids. These kids are all given the same story. They have a brain disorder called “attention deficit hyperactivity disorder.” It stems from a defect in something called “executive functioning” — a hypothetical brain system. This defect can be corrected by medication. There are mental health professionals who criticize the dominant narrative. However, they often err on the opposite side by suggesting that ADHD is no more than a “myth,” as suggested by a new UK documentary, The Great ADHD Myth? The film claims that there’s a spectrum of normal variation in kids with respect to distractibility and inattention. Doctors have drawn an arbitrary line near the lower end of the spectrum – but otherwise, ADHD has no biological reality. Yet there’s an emerging insight in ADHD research — arrived at by numerous investigators in different fields, including neuroscience, anthropology, and psychology. The ADHD mind is neither a defect nor a myth. It's a unique cognitive style, mismatched to an environment it was never built for. ADHD as an Evolutionary Mismatch The emerging theory is that ADHD is likely a distinct cognitive style with its own strengths, one that was designed for certain kinds of environments. Think about the needs of a nomadic community. It needs explorers — people who will discover new water sources, new sources of food, new ways of watching for large predators. Once something is found, the community needs exploiters — people who make efficient, sustained use of what's been discovered. The psychologist Helen Taylor calls this “complementary cognition”: a division of cognitive labor between explorers and exploiters. People with ADHD traits would naturally have made the best explorers. Novelty-seeking, hands-on learning, and drifting attention would have been exactly the traits needed to make those crucial discoveries. Now suppose you take somebody with this distinctive cognitive style and place them in a modern classroom, forced to sit for hours at a time listening to someone talk. Something has gone terribly wrong — but not in the kid's mind. What's gone wrong is the mismatch between the person and the environment they've been placed in. The Science Behind the Mismatch Incidentally, the idea of an evolutionary mismatch isn't some evolutionary “just-so” story. It's based on a flood of actual research. For example, a little over a decade ago, anthropologist Dan Eisenberg and colleagues studied the Ariaal, a population in northern Kenya that includes both traditionally nomadic pastoralists and a settled minority who've shifted to agriculture and the market economy. Among the settled Ariaal, people with ADHD-linked traits were less well-nourished than their peers, as measured by body mass index. Among the nomadic Ariaal, the opposite was true: those with the same traits were healthier and better-fed. The exact same cognitive skills that let them thrive in a nomadic community caused them to suffer in a sedentary one. Along these lines, evolutionary biologists have even gathered evidence that ADHD traits might’ve supported global migration during the Last Ice Age. Research in cognitive science supports the same idea of mismatch, not dysfunction. A neuroscientist named David Barack and his team made a video game that re-creates the experience of foraging for berries. Rewards are scattered through various patches, each with dwindling rewards. The player’s job is to figure out how long to stay at one patch before moving to another. The kids with ADHD significantly outscored their non-ADHD peers on the game. This evidence shows that we are looking at a distinct cognitive style – not a defect or a myth. Why “Disorder” Is the Wrong Word Why does the word “disorder” matter so much here? Because “disorder” isn't a neutral description. It implies dysfunction — that something inside of you isn't working the way it should. That's why there's no such thing as “unwanted pregnancy disorder.” The term “disorder” shares the same conceptual space as “disease,” and it has the same practical effect in the classroom: once you start using the word, you stop looking at the environment and start looking at the kid. You postulate hypothetical inner causes — executive functioning deficits, noradrenaline imbalances — to explain why the kid can't do what the others do. What Comes Next So what are the next steps? First, people who’ve been diagnosed with ADHD, and their parents, need to fully understand their condition. There’s nothing wrong with their brain. They have a distinct cognitive style that doesn't match the demands placed on them. That frees us up to begin thinking about life paths – and educational systems – that would allow them to flourish rather than flounder. Second, people need to know that there are non-medical interventions to shape their cognitive system. Four such commonsense interventions were described in The Great ADHD Myth? Less screen time. More time outdoors. Cutting out ultra-processed foods. Yoga. It's notable that ADHD diagnosis rates in the U.S. run nearly triple those in France. Part of the reason is policy: European guidelines generally treat medication as a last resort, preferring techniques for managing attention over drugs. Third, we need to change our educational system. Fortunately, this does not require a complete overhaul. Montessori and Waldorf schools have been doing this for decades by creating educational environments that prioritize flexible, hands-on discovery over classroom lectures. One concrete step: give kids with ADHD a voucher to attend one of these schools, rather than asking them to keep adapting to a system that was never built for how they think. psychologytoday.com/us/blog/…

#BREAKING: States with the most ICE deportations are seeing the largest rent decreases.

This is the midwit problem. Midwits have been told that memorizing things means they are smart. So they go to college and memorize things. Now they think they're as smart as Elon Musk. This is the opposite of smart. Smart people selectively memorize things.

This post is a perfect example of a common misunderstanding of what intelligence is. A lot of people think that "being smart" is the same as "knowing things." As if you can take a stupid person and just wipe books on them until the knowledge is absorbed and then they become smart. When you bring up racial IQ differences, people will commonly argue they exist because of "access to education." Intelligence is actually [what the brain does with information], not [how much information has been shoved into it]. Zy, a stupid person could never have a smart things transmitted to them. They would never know what to do with the information, the same as if you showed it to a dog. A smart person does not need to figure things out on their own from scratch. They just use their brains to learn from other smart people.