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Graph of populations with neanderthal DNA and without vs average IQ would be an interesting one.

That would be best, though we could make some progress without that because natural geographic boundaries have produced step function in DNA mixing by isolating human sub-populations, making geographic location a good proxy for Neanderthal DNA admixture. The genetic makeup of the Americas is complex because of their complex recent histories of migration, but for the old world (Europe, China, Africa) geographic location of populations is a reasonable proxy. Europe and Asia have a few percent admixture while sub-Saharan Africa has about no neanderthal-specific DNA. Here is a map of IQ by nation.

There are a few important caveats about drawing from those comparisons any inferences about the influence of Neanderthal DNA on IQ:

There have been isolated ancient backmigrations into Africa which presumably introduced some Neanderthal DNA into at least Ethiopia, but who knows what the dilution has been over the millennia?

There is a lot of conjecture about how much IQ could be boosted in Africa as a result of improvements in medicine and nutrition and consequent gains from the Flynn Effect. (Comparison between native Africans and those of pure African descent raised in western nations might be the best predictor.)

Selective pressures in Europe and Asia wold have applied to immigrating African populations after their arrival, so that the higher IQs seen in more northern regions could be the result of selection for adaptive genetics pre-existing in the arriving population, as opposed to genetics introduced by admixture from native Neanderthals. Your graph suggestion would help to tease apart those two hypotheses except that it would need to be a graph of individuals, not of populations.

Or "Norwegians are getting dumber, but are still smarter than Americans".

By a whole two points if you don't compare based on race and economic status, and Norway is trending down.

Whoopsie.

The average IQ in Afghanistan and Syria is in the 80's

https://iq-research.info/en/pa...

Even the migrants with University education have an IQ in the 90's

https://www.focus.de/finanzen/...

Even in an elite group, engineering students from the Gulf States, there is one big difference: their competencies are two to four years less behind those of comparable German engineering students. These results are underpinned by a recent study in Chemnitz: Asylum seekers with university studies had an average IQ of 93 in mathematical and figurative tasks - a skill level of native high school students.

IQs in the general population are skewed above 100 because people with the low IQs either died earlier or are more likely to be institutionalized (either in long term care facilities or prisons).

100 would refer to the United States most likely. It depends on where you live: https://iq-research.info/en/pa...

Um, no. Low cost is chalk and a blackboard. Pencil and paper. Using digital technology, especially for primary school children, is an idiotic idea. The kind of idea dreamed up by technology fans ...

That seems correct because generations who learned that way did not suffer for it. All those people who built Apollo hardware and sent man to the moon learned that way, so did the great scientists and writers; John von Neumann and William Shakespeare did not learn to read on iPads. However, the argument for digital education is fundamentally economic, yet your argument about the efficacy and comparative prices of paper, pencils, chalk and blackboards does not address overall costs of education in circumstances specific to African nations.

We should not project our own experience onto Africa; what was true here is not true there. Whereas Western and Eastern civilizations in modern times are pervasively literate, the best achievable outcome for sub-saharan Africa would be a sparsely-distributed literate minority subculture. The economics of distance learning required to support that would differentially favor technology-based education.

In western nations it is economical to send children to the local schoolhouse where paper, pencils and chalkboards are used because shared teaching resources are distributed across almost all the children in the community. For example, if 12 children are sent to the village schoolhouse to learn to read, then when the teacher stands up and recites the alphabet on the first day of class, the cost of that teaching per child is 1/12 what it would be were she teaching one child alone. With high mean intelligence this works even at low population densities, the one-room school house of the American frontier is a good example.

That model fails in Africa because so few child are capable of learning to read proficiently. The sad fact is, and really, I am not making this up or exaggerating: In many African nations, most people are mentally retarded. Mental retardation is defined by an IQ score under 70. Niger has a mean IQ of 69. Guinea and Liberia 67. Here is a list. The village schoolhouse no longer makes sense when very few children in the village could learn to read usefully. Tele-learning, on the other hand, is ideal for educating sparsely-distributed populations. Even if everyone else in the village is stupider than a box of rocks, the one smart kid has access to teachers, similar students, and material. Conventional, local teaching methods which are effective and efficient in Western society are mostly ineffective and inefficient in Africa because there most students are too stupid to learn. The effort of teaching is wasted on most African students. With digital tele-education, education can target intelligent students alone, though they are few and far in between.

We could ask, if most Africans are retarded, then what is the point of trying to educate them? Educating Africa is worthwhile because even a small literate minority can serve a larger illiterate community; Need to order replacement part for the village water pump? Go ask the village smart person, who can read the manual and parts catalog. It's not just that one smart guy who benefits from fixing the pump.

The past enormously wasteful efforts at African education were founded on misguided principles. One: discredited blank slate ideology. Everyone knows it is bunk, even its strongest academic advocates. There is a reason why Harvard admits the best candidates instead of the admitting the worst and then educating them into the brightest and the best: The latter method fails. Another, an invalid argument by analogy: Medieval Europe's low literacy rate owed to scarcity of labor and resources. Everyone except a few nobles and the priesthood had to toil away at manual labor to avoid

So if you look at the statistics last time the government reported them you could see that some groups of people (statistics per country/area they migrated from) had a higher sex-related crime-rate.. Asians for example has a lower rate than native swedish people and so on..

The laws where changed quite a few years ago, but what you can see in the statistics is that it started to spike around then time when we started to have an increase in refugees into Sweden... It does say that something.. But without facts we do not know the actual reason.. And without knowing the facts we cannot address the issue.

What we need to do is to gather statistics and act on them in a way to improve the situation for all.

Ie, if there are claims about one group is doing bad thing X.
1. Investigate/collect statistics
2. Publish numbers.
3. See what the numbers say
4. Discuss what options there are to improve the numbers.
5. Implement options to improve the numbers.
6. rinse/repeat.

If you on the other hand have a large part of the population screaming about that X is happening and then they get ignored of course this will push people into groups that says that X is happening even if X is not an issue..

Biggest issue is that if you start talking about people from differenent regions in the world in todays sociery is that you will get called a racist..
The issue is still that you have big differences in the behaviour of people from different parts in the world, and that is because different regions have different customs.. Just look at IQ ( https://iq-research.info/en/pa... ) .. IQ can be correlated with crime to some degree.. IQ is also directly linked to DNA / upbringing / food consumed during childhood..
If we just use IQ as an example.. Say you are in a country with an average IQ of 99 (like sweden) and you increase the population with 5% from regions where you have an avarage IQ of 69 (Ethiopia) do you think the integration will be smooth and no work will be required by the people from Ethiopia? Ofcourse not... First generation may never fully integrate or adjust to the new country, but when you reach the second generation that will have had better upbringing/food/education and so on they will be much more aligned, but then you have put a missconception into the population that all people from Ethiopia to be "dumb" even if they are as smart as you or me..
If you on the other hand have a more sane immigration-policy where you limit the immigration to say 1% of the total population per year the integration will be smoother and you allow the citizens of the country to adjust and adapt in a better way...

Population of sweden is 9.6M so 1% would be 96000 people.
2015 we had a bit over 160k refugees (not counting migrants) so that would put a big strain on the country..

From https://en.wikipedia.org/wiki/... we can see that 10% of the population in Sweden is foreign born so i do see this as something that causes problems (real or precieved)..

So to sum it up... Discuss / investigate and publish findings/base decisions on real-world information / don't dismiss people's objections or fears even if they are on the complete opposite side of the political spectrum (or reality). If you can show you are correct based on real world facts and statistics you may win them over to your side, or at least move them closer to your side. And don't be scared in talking about people from different regions.. Maybe group X is prone to bad thing Y, but without knowing it for a fact there is no way to improve the situation.

Average IQ in Somalia is 68.

Now, where's your proof every ethnic subgroup of humans has the same intelligence distribution?