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For the first day of the course, students should prepare a brief introduction of their own planned or actual individual research project. The introduction should be very brief and no longer than 3 minutes i. Students also have the option or writing a 6, to 10, word research paper within eight weeks after the course to receive a course certificate and earn credits.

The topic of the paper should be decided in consultation with the instructor. Students may focus on a content-related essay or undertake a related detailed analysis using their own data. A more detailed specification of this essay and the criteria for grading will be provided at the beginning of the course. Students who fulfil this requirement with a passing grade will receive 10 ECTS credits. Lecture 2: Cross-national applications and inequalities in the life course During this lecture, students will learn about cross-national comparative life course and inequality research and actively discuss applications and challenges.

Lecture 3: Introduction to event history modelling of the life course and data The goal of this lecture is to introduce students to the fundamental concepts and terminology in event history analysis, understand why these methods are useful and which problems they can solve, understand censored and truncated data, survivor and hazard function and their relationship and have a general overview of the different types of models and classes. In the second part of this lecture, students will gain insight into different types of data structures including the single and multi-episode files, person-period files with and without lagged variables and episode-splitting.

Lecture 4: Introduction to R and your first session The goal of this lecture is introduce students to different computer programmes for modelling the life course and provide a basic introduction to R. Students will then learn how to load the related packages in R for these types of analyses, open and examine data, run basic descriptives and summary statistics and graphical explorations of the data. Lecture 5: Nonparametric methods The goal of this lecture is to allow students to: understand the basic tenants and calculations of the Kaplan-Meier KM estimator, conduct and interpret KM analyses in R, produce a univariate KM plot, plot two KM curves to compare survival between groups, determine whether differences are statistically significant between groups and understand why it may be useful to stratify the analysis.

Lecture 6: The Cox-proportional hazards regression model The goal of this lecture is to allow students to be able to: recognize the general and time-varying form of the Cox proportional hazards model and understand why it is useful, and understand the meaning of the proportional hazards assumption. Students should also be able to estimate and interpret a Cox regression model with fixed and time-varying covariates, interpret the hazard ratio, test the significance of the model, produce and interpret survival curves, integrate time-varying covariates by producing a person-period file, reduce the problem of causal ordering by introducing lagged time-varying covariates and examine time-dependence.

Blossfeld, H. Mills, M. Lecture 7: Parametric models The aim of this lecture is to first introduce students to the main characteristics of parametric models and why you should use them and the difference between accelerated failure time AFT versus proportional hazards PH models. Students will then learn how to estimate and interpret a selection of AFT and PH model specifications e.

Lecture 8: Model building and diagnostics The aim of this lecture is allow students to understand the cumulative research process of building an appropriate model, understand the importance of a purposeful selection of covariates and assess the overall goodness of fit of models in order to choose an appropriate model.


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Students will then learn how residuals can be used to evaluate a model to: test overall model adequacy, check for a violation of the proportional hazards assumption, deal with non-proportional hazards, check for influential observations and detect non-linearity. Lecture 9: Multilevel and frailty event history models for cross-national comparative research The aim of this lecture is to introduce students to the problem of correlated data, understand the analysis of recurrent events and frailty and recognize different forms of frailty.

Students should also have a basic ability to estimate and interpret Cox and parametric frailty multilevel models. Lecture Modelling multiple events and entire histories: competing risk, multistate models and sequence analysis The goal in this lecture is to first introduce students to the analysis of competing risks and the central techniques used to model them latent, cumulative incidence curve CIC.

Students will then briefly learn about how to prepare data, estimate, compare and interpret competing risks models. Another goal is that students have a basic understanding of multistate models and their applications and could prepare data, estimate and interpret these models.

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Students will then be given an introduction to the basics of sequence analysis of entire trajectories and shown how to prepare, describe and visualize sequence data, estimate and interpret the similarities and distances between sequences using the optimal matching approach, engage in a cluster analysis to produce prominent typologies of sequence trajectories, and estimate and interpret basic event sequence analysis results. Since , she has been the Editor of International Sociology official journal of the International Sociological Association.

In , she was the guest Editor of a special issue for the European Sociological Review , on Globalization and Inequality. Managing editor. Main navigation jump Main content jump Theme navigation jump Contact information jump. The new public health , 3rd edn. Melbourne: Oxford University Press. Blas, E. Equity, social determinants and public health programmes. Geneva: WHO Press. Keleher, H.

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Lin, V. Public health practice in Australia: The organised effort. Marmot, M. Status syndrome: How your social standing directly affects your health and life expectancy. London: Bloomsbury. Social determinants of health , 2nd edn. Oxford: Oxford University Press.

National Health and Hospitals Reform Commission A healthier future for all Australians: Final report, May Canberra: Commonwealth of Australia. Wilkinson, R. The spirit level: Why more equal societies almost always do better. London: Allen-Lane Penguin. Closing the gap in a generation: Health equity through action on the social determinants of health. Geneva: WHO. Back to top. Chapter Health as a social construct. Bowes, J. Children, families and communities: Contexts and consequences , 3rd edn.

Bronfenbrenner, U. The ecology of human development: Experiments by nature and design. Broom, D. Gender and health.

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Germov ed. Melbourne: Oxford University Press, — Germov, J. Imagining health problems as social issues. Melbourne: Oxford University Press, 3— Habibis, D. The illness experience: Lay perspectives, disability, and chronic illness. Taylor, S. The concept of health. Taylor, M.


  1. Oslo Summer School in Comparative Social Science Studies - Faculty of Social Sciences.
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  6. Fleming eds , Healthcare practice in Australia. White, K. An introduction to the sociology of health and illness , 2nd edn. London: Sage Publications. Yuill, C. The social model of health. Yuill, I. Duncan eds , Key concepts in health studies. Chapter Health throughout the life course.

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    Bartley, M. Socioeconomic determinants of health: Health and the life course: Why safety nets matter. British Medical Journal , , — Blane, D. The life course, social gradient and health.

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    Wilkinson eds , Social determinants of health. Oxford: Oxford University Press, 64— Elder, G. Life course dynamics: Trajectories and transitions, — Time, human agency, and social change: Perspectives on the life course. Social Psychology Quarterly , 57 1 , 4— Hertzman, C. Child development as a determinant of health across the life course.

    Current Paediatrics , 14 5 , — Hutchison, E. A life course perspective. Hutchison ed. London: Sage Publications, 3— Liu, S. Implications of lifecourse epidemiology for research on determinants of adult disease. Public Health Reviews , Mayer, K. New directions in life course research.


    • SYP Sociology of Aging and the Life Course.
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    Annual Review of Sociology , 35, — Mortimer, J. Handbook of the life course. New York: Springer. Power, C. The duration and timing of exposure: Effects of socio-economic environment on adult health. American Journal of Public Health , 89 7 , — A conceptual framework for action on the social determinants of health. Chapter Language, culture and health. MacLachlan, M. Culture and health: A critical perspective towards global health. Ritter, L. Multicultural health. Singer, M. Introducing medical anthropology: A discipline in action.

    Chapter Deviance, difference, and stigma as social determinants of health. Bayer, R. Stigma and the ethics of public health: Not can we but should we. Becker, H. Outsiders: Studies in the sociology of deviance. New York: Free Press. Falk, G. Stigma: How we treat outsiders.

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    Amherst, NY: Prometheus Books. Goffman, E. Stigma: Notes on the management of spoiled identity,. Harmondsworth: Penguin. Liamputtong, P. Link, B. Conceptualizing stigma. Annual Review of Sociology, 27, — Mason, T. Stigma and social exclusion in healthcare. London: Routledge.