2024-03-29T02:18:35Z
http://www.llcsjournal.org/index.php/llcs/oai
oai:edrev.asu.edu:article/97
2014-11-13T00:10:45Z
llcs:CD
nmb a2200000Iu 4500
1757-9597
10.14301/llcs.v1i3.97
doi
dc
Response to: 'Historical note: the early years of the 1946 British birth cohort study
Wadsworth, Michael
no abstract
Society for Longitudinal and Life Course Studies
2010-07-28 13:23:33
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/97
Longitudinal and Life Course Studies; Vol. 1 No. 3 (2010): Longitudinal and Life Course Studies
eng
Copyright (c) 2014 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/98
2014-11-13T00:10:47Z
llcs:CD
nmb a2200000Iu 4500
1757-9597
10.14301/llcs.v1i3.98
doi
dc
Historical note: early years of the 1946 British birth cohort study
Blane, David
no abstract
Society for Longitudinal and Life Course Studies
2010-07-28 13:23:33
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/98
Longitudinal and Life Course Studies; Vol. 1 No. 3 (2010): Longitudinal and Life Course Studies
eng
Copyright (c) 2014 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/190
2014-11-12T15:08:15Z
llcs:CD
nmb a2200000Iu 4500
"120116 2012 eng "
1757-9597
10.14301/llcs.v3i1.190
doi
dc
Changing times, life course shifts
Wadsworth, Michael
Longview
Bynner, John
Longview and Emeritus Professor at the Institute of Education, University of London
Society for Longitudinal and Life Course Studies
2012-01-26 10:01:40
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/190
Longitudinal and Life Course Studies; Vol. 3 No. 1 (2012): Longitudinal and Life Course Studies
eng
Copyright (c) 2014 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/196
2014-11-14T00:09:44Z
llcs:CD
nmb a2200000Iu 4500
1757-9597
10.14301/llcs.v3i2.196
doi
dc
Social class returns to higher education: comments on a paper by Bukodi and Goldthorpe with a response from the authors
Goldstein, INTRODUCTION: Harvey
Clarke, COMMENTARIES: Paul
Solga, Joscha Legewie and Heike
Bukodi, RESPONSE: Erzebet
Goldthorpe, John H
Society for Longitudinal and Life Course Studies
2012-05-29 10:54:22
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/196
Longitudinal and Life Course Studies; Vol. 3 No. 2 (2012): Longitudinal and Life Course Studies
eng
Copyright (c) 2014 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/236
2014-11-12T15:10:26Z
llcs:CD
nmb a2200000Iu 4500
"130522 2013 eng "
1757-9597
10.14301/llcs.v4i2.236
doi
dc
Social-biological transitions: how does the social become biological?
Blane, David
Imperial College Medical School
Kelly-Irving, Michelle
INSERM Unit 1027, University of Toulouse.
d'Errico, Angelo
University of Turin
Bartley, Melanie
University College London.
Montgomery, Scott
University of Orebro.
The present discussion paper sets forward a model within the life course perspective of how the social becomes biological. The model is intended to provide a framework for thinking about such questions as how does social class get into the molecules, cells and tissues of the body to produce social class differences in life expectancy and cause of death? A categorisation of social exposures and biological processes is suggested; and some principles governing their inter-relations proposed. The paper ends by suggesting two public health applications of this approach.
Society for Longitudinal and Life Course Studies
2013-05-30 13:20:22
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/236
Longitudinal and Life Course Studies; Vol. 4 No. 2 (2013): Longitudinal and Life Course Studies
eng
Copyright (c) 2014 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/325
2016-01-29T00:46:59Z
llcs:CD
nmb a2200000Iu 4500
"160119 2016 eng "
1757-9597
10.14301/llcs.v7i1.325
doi
dc
Origins of health inequalities: the case for Allostatic Load
Delpierre, Cyrille
UMR1027 INSERM/ Université Paul Sabatier Toulouse III
Department of epidemiology and public health
Barboza-Solis, Cristina
UMR1027 INSERM/ Université Paul Sabatier Toulouse III
Department of epidemiology and public health
Torrisani, Jerome
Centre de Recherches en Cancérologie de Toulouse
Darnaudery, Muriel
University Bordeaux Segalen
Bartley, Melanie
University College London
Blane, David
University College London
Kelly-Irving, Michelle
UMR1027 INSERM/ Université Paul Sabatier Toulouse III
Department of epidemiology and public health https://www.researchgate.net/profile/Michelle_Kelly-Irving http://orcid.org/0000-0001-5749-4791
Getz, Linn
General Practice Research Unit, Department of Public Health and General Practice, Norwegian University of Science and Technology
Olafia Tomasdottir, Margret
Department of Family Medicine, University of Iceland, and Primary Health Care of the Capital Area, Reykjavik, Iceland
Robertson, Tony
School of Health Sciences, University of Stirling
Gustafsson, Per E.
Department of Public Health and Clinical Medicine, Unit of Social Medicine, Umeå University, Umeå, Sweden
In an opening paper Cyrille Delpierre, Cristina Barbosa-Solis, Jerome Torrisani, Muriel Darnaudery, Melanie Bartley, David Blane and Michelle Kelly-Irving explore the concept of Allostatic Load as a way of examining health inequalities. The impact of the environment on our biological systems is summarised by the concept of embodiment. The biological embedding of social conditions could therefore be a relevant mechanism to partly explain the social gradient in health. A key issue is how to measure the ‘physiological reality’, the biological expression of embodiment at individual and population levels. Allostatic load (AL) has been proposed as a measure of the overall cost of adapting to the environment, and may be a relevant tool or concept for measuring the way we have embodied our environment. The points they raise are then debated in commentaries by Linn Getz and Margret Olafia Tomasdottir, Tony Robertson and Per Gustafson. These commentaries are followed by a response from the authors of the opening paper.
Society for Longitudinal and Life Course Studies
2016-01-28 00:00:00
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/325
Longitudinal and Life Course Studies; Vol. 7 No. 1 (2016): Longitudinal and Life Course Studies
eng
Copyright (c) 2016 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/343
2016-04-29T04:22:25Z
llcs:CD
nmb a2200000Iu 4500
"160428 2016 eng "
1757-9597
10.14301/llcs.v7i2.343
doi
dc
What can the life course approach contribute to an understanding of longevity risk?
Blane, David
Imperial College Medical School, London, UK
Akinwale, Bola
Imperial College Medical School, London, UK.
Landy, Rebecca
Queen Mary Medical School, London, UK.
Matthews, Katherine
University of Manchester.
Wahrendorf, Morten
University of Duesseldorf.
Wahl, Hans-Werner
Heidelberg University
Hayward, Mark D.
University of Texas at Austin
Liefbroer, Aart C.
Netherlands Interdisciplinary Demographic Institute, University Medical Center Groningen and Vrije Universiteit
Mishra, Gita D.
University of Queensland, Australia
Ferreira, Isabel
University of Queensland
Koupil, Ilona
Stockholm University and Karolinska Institutet
Longevity risk means living longer than predicted. Attempts to understand longevity risk to date have concentrated on single diseases, usually coronary heart disease, and sought explanations in terms of risk factor change and medical innovation. In an opening paper, David Blane and colleagues point to evidence that suggests changes in positive health also should be considered; and that a life course approach can do so in a way that is socially and biologically plausible. Applying this approach to UK citizens currently aged 85 years suggests that life course research should give priority to trajectories across the whole life course and to the social and material contexts through which each cohort has passed. Testing these ideas will require inter-disciplinary and international comparative research.
The opening paper is followed by commentaries by Hans-Werner Wahl, Mark Hayward, Aart Liefbroer and Gita Mishra. Finally Blane and colleagues respond to the points raised by the commentators.
Society for Longitudinal and Life Course Studies
2016-04-28 01:43:52
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/343
Longitudinal and Life Course Studies; Vol. 7 No. 2 (2016): Longitudinal and Life Course Studies
eng
Copyright (c) 2016 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/345
2015-12-08T11:17:16Z
llcs:CD
nmb a2200000Iu 4500
"150928 2015 eng "
1757-9597
10.14301/llcs.v6i4.345
doi
dc
Population sampling in longitudinal surveys
Goldstein, Harvey
Department of pediatric epidemiology and biostatistics, UCL Institute of Child Health
and
Graduate School of Education, University of Bristol
Lynn, Peter
University of Essex
Muniz-Terrera, Graciela
University of Edinburgh
Hardy, Rebecca
University College London
O’Muircheartaigh, Colm
University of Chicago
Skinner, Chris
London School of Economics
Lehtonen, Risto
University of Helsinki
In an opening paper Harvey Goldstein questions the need for observational studies to achieve representativeness for real populations, in particular for longitudinal studies. He draws upon recent debates and argues for the need to distinguish scientific inference from population inference. The points he raises are then debated in commentaries by Peter Lynn, Graciela Muniz-Terrera and Rebecca Hardy, Colm O'Muircheartaigh, Chris Skinner and Risto Lehtonen. These commentaries are followed by a response from Goldstein.
Society for Longitudinal and Life Course Studies
2015-10-29 00:00:00
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/345
Longitudinal and Life Course Studies; Vol. 6 No. 4 (2015): Longitudinal and Life Course Studies
eng
Copyright (c) 2015 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/361
2015-10-08T11:28:39Z
llcs:CD
nmb a2200000Iu 4500
"150717 2015 eng "
1757-9597
10.14301/llcs.v6i3.361
doi
dc
Comment and Debate: Social class differences in early cognitive development
Feinstein, Leon
Early Intervention Foundation
Jerrim, John
Institute of Education, UCL
Vignoles, Anna
University of Cambridge
Goldstein, Harvey
University of Bristol
French, Robert
University of Bristol
Washbrook, Elizabeth
University of Bristol
Lee, RaeHyuck
Columbia University
Lupton, Ruth
University of Manchester
In an opening paper Leon Feinstein reviews methodological criticism of his influential research into the relationship between early cognitive development and socioeconomic grades, based on UK 1970 Birth Cohort Study data. The points he raises are then debated in commentaries by John Jerrim and Anna Vignoles, Harvey Goldstein and Robert French, Elizabeth Washbrook and RaeHyuck Lee and Ruth Lupton.
Leon Feinstien's response to these comments will be published in the next issue of the journal.
Society for Longitudinal and Life Course Studies
2015-07-30 03:08:38
application/msword
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/361
Longitudinal and Life Course Studies; Vol. 6 No. 3 (2015): Longitudinal and Life Course Studies
eng
Copyright (c) 2015 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/385
2015-11-01T23:21:33Z
llcs:CD
nmb a2200000Iu 4500
"151013 2015 eng "
1757-9597
10.14301/llcs.v6i4.385
doi
dc
Social class differences in early cognitive development: a response from Leon Feinstein
Feinstein, Leon
Early Intervention Foundation
Leon Feinstein gives his response to commentaries on his opening paper in the debate Social class differences in early cognitive development, published in the previous edition of this journal.
Society for Longitudinal and Life Course Studies
2015-10-29 00:00:00
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/385
Longitudinal and Life Course Studies; Vol. 6 No. 4 (2015): Longitudinal and Life Course Studies
eng
Copyright (c) 2015 Longitudinal and Life Course Studies