2024-03-28T12:50:38Z
http://www.llcsjournal.org/index.php/llcs/oai
oai:edrev.asu.edu:article/97
2014-11-13T00:10:45Z
llcs:CD
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
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/97
10.14301/llcs.v1i3.97
Longitudinal and Life Course Studies; Vol. 1 No. 3 (2010): Longitudinal and Life Course Studies; 310-311
1757-9597
eng
http://www.llcsjournal.org/index.php/llcs/article/view/97/90
Copyright (c) 2014 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/98
2014-11-13T00:10:47Z
llcs:CD
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
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/98
10.14301/llcs.v1i3.98
Longitudinal and Life Course Studies; Vol. 1 No. 3 (2010): Longitudinal and Life Course Studies; 305-309
1757-9597
eng
http://www.llcsjournal.org/index.php/llcs/article/view/98/89
Copyright (c) 2014 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/190
2014-11-12T15:08:15Z
llcs:CD
Changing times, life course shifts
Wadsworth, Michael
Bynner, John
Longitudinal research
Society for Longitudinal and Life Course Studies
2012-01-16
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/190
10.14301/llcs.v3i1.190
Longitudinal and Life Course Studies; Vol. 3 No. 1 (2012): Longitudinal and Life Course Studies; 158 - 161
1757-9597
eng
http://www.llcsjournal.org/index.php/llcs/article/view/190/187
Copyright (c) 2014 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/196
2014-11-14T00:09:44Z
llcs:CD
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
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/196
10.14301/llcs.v3i2.196
Longitudinal and Life Course Studies; Vol. 3 No. 2 (2012): Longitudinal and Life Course Studies; 285-296
1757-9597
eng
http://www.llcsjournal.org/index.php/llcs/article/view/196/206
Copyright (c) 2014 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/236
2014-11-12T15:10:26Z
llcs:CD
Social-biological transitions: how does the social become biological?
Blane, David
Kelly-Irving, Michelle
d'Errico, Angelo
Bartley, Melanie
Montgomery, Scott
Life course
social exposures
biological processes
social-biological transitions
public health.
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
2013-05-22
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/236
10.14301/llcs.v4i2.236
Longitudinal and Life Course Studies; Vol. 4 No. 2 (2013): Longitudinal and Life Course Studies; 136 - 146
1757-9597
eng
http://www.llcsjournal.org/index.php/llcs/article/view/236/234
Copyright (c) 2014 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/325
2016-01-29T00:46:59Z
llcs:CD
Origins of health inequalities: the case for Allostatic Load
Delpierre, Cyrille
Barboza-Solis, Cristina
Torrisani, Jerome
Darnaudery, Muriel
Bartley, Melanie
Blane, David
Kelly-Irving, Michelle
Getz, Linn
Olafia Tomasdottir, Margret
Robertson, Tony
Gustafsson, Per E.
allostatic load
health
measurement
life course
embodiment
biomarkers
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
2016-01-19
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/325
10.14301/llcs.v7i1.325
Longitudinal and Life Course Studies; Vol. 7 No. 1 (2016): Longitudinal and Life Course Studies; 79-103
1757-9597
eng
http://www.llcsjournal.org/index.php/llcs/article/view/325/449
Copyright (c) 2016 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/343
2016-04-29T04:22:25Z
llcs:CD
What can the life course approach contribute to an understanding of longevity risk?
Blane, David
Akinwale, Bola
Landy, Rebecca
Matthews, Katherine
Wahrendorf, Morten
Wahl, Hans-Werner
Hayward, Mark D.
Liefbroer, Aart C.
Mishra, Gita D.
Ferreira, Isabel
Koupil, Ilona
Longevity risk
positive health
social and biological plausibility
life course trajectories
social history context.
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
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/343
10.14301/llcs.v7i2.343
Longitudinal and Life Course Studies; Vol. 7 No. 2 (2016): Longitudinal and Life Course Studies; 165-196
1757-9597
eng
http://www.llcsjournal.org/index.php/llcs/article/view/343/456
Copyright (c) 2016 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/345
2015-12-08T11:17:16Z
llcs:CD
Population sampling in longitudinal surveys
Goldstein, Harvey
Lynn, Peter
Muniz-Terrera, Graciela
Hardy, Rebecca
O’Muircheartaigh, Colm
Skinner, Chris
Lehtonen, Risto
Observational studies
Longitudinal
Representativeness.
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
2015-09-28
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/345
10.14301/llcs.v6i4.345
Longitudinal and Life Course Studies; Vol. 6 No. 4 (2015): Longitudinal and Life Course Studies; 447-475
1757-9597
eng
http://www.llcsjournal.org/index.php/llcs/article/view/345/439
Copyright (c) 2015 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/361
2015-10-08T11:28:39Z
llcs:CD
Comment and Debate: Social class differences in early cognitive development
Feinstein, Leon
Jerrim, John
Vignoles, Anna
Goldstein, Harvey
French, Robert
Washbrook, Elizabeth
Lee, RaeHyuck
Lupton, Ruth
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
2015-07-17
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/msword
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/361
10.14301/llcs.v6i3.361
Longitudinal and Life Course Studies; Vol. 6 No. 3 (2015): Longitudinal and Life Course Studies; 331-376
1757-9597
eng
http://www.llcsjournal.org/index.php/llcs/article/view/361/646
http://www.llcsjournal.org/index.php/llcs/article/view/361/420
Copyright (c) 2015 Longitudinal and Life Course Studies
oai:edrev.asu.edu:article/385
2015-11-01T23:21:33Z
llcs:CD
Social class differences in early cognitive development: a response from Leon Feinstein
Feinstein, Leon
Social class
early education
cognitive development
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
2015-10-13
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://www.llcsjournal.org/index.php/llcs/article/view/385
10.14301/llcs.v6i4.385
Longitudinal and Life Course Studies; Vol. 6 No. 4 (2015): Longitudinal and Life Course Studies; 476-483
1757-9597
eng
http://www.llcsjournal.org/index.php/llcs/article/view/385/438
Copyright (c) 2015 Longitudinal and Life Course Studies