LABOR PRODUCTIVITY, HUMAN CAPITAL, & ECONOMICS OF WORK from 2020-01-15

• What about instant learning and the Yoke?
• Rational expectations: what do people think they can and can't get out of education or work?
• AI's and robots, automation and operators.
• What if you have kids (dependents)? Don't we all, one way or another, via the government (financing issues)?
• All about cross-elasticities and efficiency: market forces in effect.
• Who should benefit from increases in labor (or other) productivity?
• What causes the increases? (Changes in human capital, infrastructure, technology, and raw materials.)
• Assignment?
• Information and marketing: bringing workers, jobs (capital goods/technology), and education to market.
• Institutional revolution and education.
• Education and its financing: public vs. private, self vs. family/community, and local vs.central.
• Inter-generational financing of human capital, how you can't take it with you, and how we all have to go someday.
• Educating the poor, the weak, the sick, the old, and the stupid: united we stand and virtue?
• Inequality in education, assignment, and tracking.
• Loss of human capital: war, plagues, brain- and body-damaging incidents and druggings, forgetful senility, and death.
• Physical and mental health, healthcare and financing it, ergonomics, safe or dangerous work (also military service and police/security work), and workman's compensation.
• Physical conditioning, physical education, and sports training (athletics).
• Talent, social disability, and cultural revolution.
• Bioengineered human, Replicant, non-humanoid replicant, and cyborg workers.
• Keeping some short-term perishable skills up-to-date (like training to use the latest software): continuing education.
• Fundamental skills that can last a lifetime: the "3 R's," dressing yourself, and such.
• Simultaneous work and education (including in-service, on-the-job training, and working your way through school) vs. deferring work (children and adults).
• Labor finding (or losing) access to technology, management, and capital goods to work with (including competition from "far away").
• The need to finance the replenishing (or modernizing or expanding) of capital goods and infrastructure by government, firms, and households: who pays and how and when?
• Competition and insecurity in the workplace (and at school): anxiety, discipline, and honest hard cheap workers.
• Rehab wage subsidies and training.
• Day-care and busywork: low productivity, even to the point that it's entertainment.
• Job searches: mobile labor and capital, friction in matching labor with capital, R & D, and discouraged workers and employers.
• Pensions: retirement and disability, the safety net.
• Workfare (including unemployment insurance) and achieving escape velocity.
• Media motivation in the job/welfare scene: shame and pride (including ethnic pride and shame) hope and discouragement. Propaganda at different stages of the business cycle.
• Recreation and home life, including family obligations.
• Class, race, gender, age, and sexuality: discrimination, opportunity, subculture, and change.
• "Rehabilitation" of criminals, including sexual deviants.
• The business cycle: education, educational financing, and underemployment/unemployment (and icky JTPA).
• Team work (in the workplace and at home).
• Soft skills, servants, social graces, status culture and upbringing, fashion, status symbols, and physical beauty.
• Theater skills and abilities.
• Welfare state wage subsidies, stability and less social mobility, politics, and quality of life: low-friction friction.
• Churches, clubs, and family: subculture, alternative welfare, and motivation.
• Illegal and legal immigrants and workers, and imported human capital, foreign investment, and remittances.
• Ethical considerations: investing in (and employing) human capital and education (also see slavery).
• Bankruptcy, risk, and educational debt: what if the "good job" (social mobility vs. social stability) doesn't materialize: is it a good investment for the student and/or for society?
• Is education expensive, or are most people just poor as hell: value and affordability?
• "If you give a man a fish, he will eat for a day; but if you teach a man to fish, he then needs a rod, a reel, tackle, bait, and a stocked fishery."

--- JASON LINDSAY CROCKETT ---

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