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Cake day: 2023年8月19日

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  • My argument wasn’t against the implication about the “vast majority exploiting”, not even the article you posted suggested the vast majority of Somali immigrants were “exploiting”. I was arguing against the suggestion that the problem of “a large proportion of Somali immigrants in Minnesota live in/near poverty and remain so over 10 years resulting in a net draw on tax funding” is generalizable to immigrant populations across the country.

    Why would you say people (presumably you mean in general) be tired of seeing it if you weren’t suggesting it was also a pervasive problem? If the situation of the Somali immigrants was statistically uncommon across the country, then the explanation of “people are tired of seeing it” would be a poor one.



  • Yikes, those outcomes are rough and not an easy problem to address. But we were talking about immigrants in general, not a particular subgroup of immigrants. I could carve out a sub-population of US-born people, like fentanyl addicts and show they’re a net drain on tax-payers too. Or entire states like West Virginia or Alabama for that matter.











  • They literally teach you this in highschool science. They teach you that the universe is a dynamic system driven by entropy. They teach you that equilibrium, i.e. a state of stability in a dynamic system, is achieved when the rate of structural formation equals the rate of destruction, e.g. bonds forming/breaking, population birth/death, organizing/disorganizing one’s room… Managing while not burning out is stability.

    The classic question of “when would any of this be applicable in the real world” is intended to be a critique of how school curriculums can be dated or out of touch with chages in how the world works. It also highlights the often understated goal of a good education–shaping students into people who have the fundamental tools and the mindset to actively answer that crucial question for themselves.