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Includes bibliographical references

Includes bibliographical references

Includes bibliographical references

Includes bibliographical references

These preliminary materials for teachers of Spanish-speaking or nonstandard English-speaking migrant children are prepared in answer to a need felt by the Michigan Migrant Primary Interdisciplinary Project for additional oral language material on the upper elementary level. The linguistic content of these materials, designed to provide tools for teachers to help these children develop the oral language they need for the school setting, are based on a contrastive analysis of Spanish and English. This package of five units (of five lessons each) presents the following concepts to be developed in the classroom: (1) People, influenced by their culture, may use the same natural environment in different ways; (2) People tend to concentrate where there are job opportunities and other advantages; (3) A mobile people tend to develop a way of life that differs from that in established communities; (4) Civilizations change when they meet a new culture; and (5) As large numbers of people move to urban areas, a revolution takes place in the expectations of these people. Suggested grammatical structures and teaching techniques for presenting them are provided for each lesson. (AMM)

These preliminary materials for teachers of Spanish-speaking or nonstandard English-speaking migrant children are prepared in answer to a need felt by the Michigan Migrant Primary Interdisciplinary Project for additional oral language material on the upper elementary level. The linguistic content of these materials, designed to provide tools for teachers to help these children develop the oral language they need for the school setting, are based on a contrastive analysis of Spanish and English. This package of five units (of five lessons each) presents the following concepts to be developed in the classroom: (1) People, influenced by their culture, may use the same natural environment in different ways; (2) People tend to concentrate where there are job opportunities and other advantages; (3) A mobile people tend to develop a way of life that differs from that in established communities; (4) Civilizations change when they meet a new culture; and (5) As large numbers of people move to urban areas, a revolution takes place in the expectations of these people. Suggested grammatical structures and teaching techniques for presenting them are provided for each lesson. (AMM)

These preliminary materials for teachers of Spanish-speaking or nonstandard English-speaking migrant children are prepared in answer to a need felt by the Michigan Migrant Primary Interdisciplinary Project for additional oral language material on the upper elementary level. The linguistic content of these materials, designed to provide tools for teachers to help these children develop the oral language they need for the school setting, are based on a contrastive analysis of Spanish and English. This package of five units (of five lessons each) presents the following concepts to be developed in the classroom: (1) People, influenced by their culture, may use the same natural environment in different ways; (2) People tend to concentrate where there are job opportunities and other advantages; (3) A mobile people tend to develop a way of life that differs from that in established communities; (4) Civilizations change when they meet a new culture; and (5) As large numbers of people move to urban areas, a revolution takes place in the expectations of these people. Suggested grammatical structures and teaching techniques for presenting them are provided for each lesson. (AMM)

These preliminary materials for teachers of Spanish-speaking or nonstandard English-speaking migrant children are prepared in answer to a need felt by the Michigan Migrant Primary Interdisciplinary Project for additional oral language material on the upper elementary level. The linguistic content of these materials, designed to provide tools for teachers to help these children develop the oral language they need for the school setting, are based on a contrastive analysis of Spanish and English. This package of five units (of five lessons each) presents the following concepts to be developed in the classroom: (1) People, influenced by their culture, may use the same natural environment in different ways; (2) People tend to concentrate where there are job opportunities and other advantages; (3) A mobile people tend to develop a way of life that differs from that in established communities; (4) Civilizations change when they meet a new culture; and (5) As large numbers of people move to urban areas, a revolution takes place in the expectations of these people. Suggested grammatical structures and teaching techniques for presenting them are provided for each lesson. (AMM)

These preliminary materials for teachers of Spanish-speaking or nonstandard English-speaking migrant children are prepared in answer to a need felt by the Michigan Migrant Primary Interdisciplinary Project for additional oral language material on the upper elementary level. The linguistic content of these materials, designed to provide tools for teachers to help these children develop the oral language they need for the school setting, are based on a contrastive analysis of Spanish and English. This package of five units (of five lessons each) presents the following concepts to be developed in the classroom: (1) People, influenced by their culture, may use the same natural environment in different ways; (2) People tend to concentrate where there are job opportunities and other advantages; (3) A mobile people tend to develop a way of life that differs from that in established communities; (4) Civilizations change when they meet a new culture; and (5) As large numbers of people move to urban areas, a revolution takes place in the expectations of these people. Suggested grammatical structures and teaching techniques for presenting them are provided for each lesson. (AMM)

"Cooperatives, Grassroots Development, and Social Change" presents examples from Paraguay, Brazil, and Colombia, examining what is necessary for smallholder agricultural cooperatives to support holistic community-based development in peasant communities. Reporting on successes and failures of these cooperative efforts, the contributors offer analyses and strategies for supporting collective grassroots interests. Illustrating how poverty and inequality affect rural people, they reveal how cooperative organizations can support grassroots development strategies while negotiating local contexts of inequality amid the broader context of international markets and global competition. The contributors explain the key desirable goals from cooperative efforts among smallholder producers. They are to provide access to more secure livelihoods, expand control over basic resources and commodity chains, improve quality of life in rural areas, support community infrastructure, and offer social spaces wherein small farmers can engage politically in transforming their own communities. The stories in "Cooperatives, Grassroots Development, and Social Change" reveal immense opportunities and challenges. Although cooperatives have often been framed as alternatives to the global capitalist system, they are neither a panacea nor the hegemonic extension of neoliberal capitalism. Through one of the most thorough cross-country comparisons of cooperatives to date, this volume shows the unfiltered reality of cooperative development in highly stratified societies, with case studies selected specifically because they offer important lessons regarding struggles and strategies for adapting to a changing social, economic, and natural environment.

"Cooperatives, Grassroots Development, and Social Change" presents examples from Paraguay, Brazil, and Colombia, examining what is necessary for smallholder agricultural cooperatives to support holistic community-based development in peasant communities. Reporting on successes and failures of these cooperative efforts, the contributors offer analyses and strategies for supporting collective grassroots interests. Illustrating how poverty and inequality affect rural people, they reveal how cooperative organizations can support grassroots development strategies while negotiating local contexts of inequality amid the broader context of international markets and global competition. The contributors explain the key desirable goals from cooperative efforts among smallholder producers. They are to provide access to more secure livelihoods, expand control over basic resources and commodity chains, improve quality of life in rural areas, support community infrastructure, and offer social spaces wherein small farmers can engage politically in transforming their own communities. The stories in "Cooperatives, Grassroots Development, and Social Change" reveal immense opportunities and challenges. Although cooperatives have often been framed as alternatives to the global capitalist system, they are neither a panacea nor the hegemonic extension of neoliberal capitalism. Through one of the most thorough cross-country comparisons of cooperatives to date, this volume shows the unfiltered reality of cooperative development in highly stratified societies, with case studies selected specifically because they offer important lessons regarding struggles and strategies for adapting to a changing social, economic, and natural environment.

"Cooperatives, Grassroots Development, and Social Change" presents examples from Paraguay, Brazil, and Colombia, examining what is necessary for smallholder agricultural cooperatives to support holistic community-based development in peasant communities. Reporting on successes and failures of these cooperative efforts, the contributors offer analyses and strategies for supporting collective grassroots interests. Illustrating how poverty and inequality affect rural people, they reveal how cooperative organizations can support grassroots development strategies while negotiating local contexts of inequality amid the broader context of international markets and global competition. The contributors explain the key desirable goals from cooperative efforts among smallholder producers. They are to provide access to more secure livelihoods, expand control over basic resources and commodity chains, improve quality of life in rural areas, support community infrastructure, and offer social spaces wherein small farmers can engage politically in transforming their own communities. The stories in "Cooperatives, Grassroots Development, and Social Change" reveal immense opportunities and challenges. Although cooperatives have often been framed as alternatives to the global capitalist system, they are neither a panacea nor the hegemonic extension of neoliberal capitalism. Through one of the most thorough cross-country comparisons of cooperatives to date, this volume shows the unfiltered reality of cooperative development in highly stratified societies, with case studies selected specifically because they offer important lessons regarding struggles and strategies for adapting to a changing social, economic, and natural environment.

This selected bibliography has included works that are both familiar and unfamiliar to researchers in the field. Doctoral theses have been excluded to control the size of this document. Many entries are annotated. The table of contents is organized both topically (political development, education, agriculture, social development, economic development, technical assistance) and geographically (Africa, Asia, Europe, Latin America, Middle East, New Guinea, New Zealand, U.S.S.R.). Materials can be most easily located by using this table, since a detailed index and search system has not been provided for this volume. (See SO 000 039 and SO 000 041 for Volumes I and III.) (SBE)

Bibliographical references included in "Notes and references" (p. 305-328)

Bibliographical references included in "Notes and references" (p. 305-328)

Bibliographical references included in "Notes and references" (p. 305-328)

Bibliographical references included in "Notes and references" (p. 305-328)

Bibliographical references included in "Notes and references" (p. 305-328)

Bibliographical references included in "Notes and references" (p. 305-328)

Bibliographical references included in "Notes and references" (p. 305-328)

The primary purpose for the preparation of this selected bibliography was to support the research endeavors of the CIC-AID Rural Development Research Project. Periodical publication coverage has included the period of 1955-1965, and, has excluded all foreign language materials. Over 90% of the articles in this volume have been abstracted, and about 900 of the most relevant have been reviewed for the purpose of extracting the most important concepts. The periodicals appear in alphabetical order and chronologically under each journal heading. Under the detailed search system, articles are identified by an arabic numeral and a letter. Then each article and concept is labeled with one or more index numbers. These number codes are listed in six major categories with subtopics: geographical area and country (Africa, Asia, South America, Caribbean, Oceania, Europe, North America), economic development, agricultural development, social change, education development, and political development. A separate system using the same index numbers has been developed to facilitate the search for concepts independently of the search for abstracts. (See SO 000 040 and SO 000 041 for Volumes I and II.) (SBE)

This research aims to address agriculture, rural communities, and climate change in relation to social work.

This seminar paper presents an analysis of the many complex issues inherent in planning and implementing those educational interventions designed to accelerate human change so that it matches the pace of external change in traditional societies. After establishing the importance of sensitive periods when learning can be massive and intervention is most likely to be rewarding, two maxims for intervention are stipulated. Subsequently, problems inherent in bringing about change are addressed and their implications for different styles of innovative change are examined. A number of basic propositions concerning the nature of change are advanced and linked to the problem of psychological stress engendered by change. Criteria thought to be crucial for judging any innovation project (i.e., criteria related to individual coping and personal security) are expanded upon in subsequent passages. An educational model based on habilitation is put forward as preferable to the usual, implicit model based on rehabilitation. Implications arising from the analysis for planning, implementing, and evaluating educational interventions are briefly explored in terms of the need for preliminary information, and determination of aims and objectives, as well as consideration of the type of intervention strategy, leadership style, and experience-based assessment and revision of the intervention model used. Several conclusions based on the presentation are offered. (Author/RH)

Summaries are presented on the following topics: The impact of industrialization on values in the Middle East; Social and economic change in Japan; Houstonians of Mexican ancestry; Negro social psychology in the United States.

Summaries are presented on the following topics: The impact of industrialization on values in the Middle East; Social and economic change in Japan; Houstonians of Mexican ancestry; Negro social psychology in the United States.

Summaries are presented on the following topics: The impact of industrialization on values in the Middle East; Social and economic change in Japan; Houstonians of Mexican ancestry; Negro social psychology in the United States.

Book Source: Digital Library of India Item 2015.275736 dc.contributor.author: T. N. Chaturvedi dc.date.accessioned: 2015-07-29T20:08:09Z dc.date.available: 2015-07-29T20:08:09Z dc.identifier.barcode: 05990010897007 dc.identifier.origpath: /data58/upload/0098/724 dc.identifier.copyno: 1 dc.identifier.uri: http://www.new.dli.ernet.in/handle/2015/275736 dc.description.scannerno: 20003547 dc.description.scanningcentre: IIIT, Allahabad dc.description.main: 1 dc.description.tagged: 0 dc.description.totalpages: 461 dc.format.mimetype: application/pdf dc.language.iso: English dc.publisher.digitalrepublisher: Digital Library Of India dc.publisher: Indian Institute Of Public Administration New Delhi dc.rights: In Public Domain dc.source.library: Indian Institute Of Public Administration, New Delhi dc.subject.classification: Litrature dc.title: Social Administration Development And Change dc.type: ptiff dc.type: pdf

Anthropology and Development UNDERSTANDING CONTEMPORARY SOCIAL CHANGE Jean-Pierre Olivier de Sardan Translated by Antoinette Tidjani Alou

Anthropology and Development UNDERSTANDING CONTEMPORARY SOCIAL CHANGE Jean-Pierre Olivier de Sardan Translated by Antoinette Tidjani Alou

This article compares and contrasts the theories of three major writers on societal change: Chirot discusses the economic power struggles within and among core, peripheral, and semiperipheral societies, Toffler exposes a future in which major power shifts could have cataclysmic results, and Bruner emphasizes the importance of education to temper technological progress with wisdom and ethical behavior.

This article compares and contrasts the theories of three major writers on societal change: Chirot discusses the economic power struggles within and among core, peripheral, and semiperipheral societies, Toffler exposes a future in which major power shifts could have cataclysmic results, and Bruner emphasizes the importance of education to temper technological progress with wisdom and ethical behavior.

This article compares and contrasts the theories of three major writers on societal change: Chirot discusses the economic power struggles within and among core, peripheral, and semiperipheral societies, Toffler exposes a future in which major power shifts could have cataclysmic results, and Bruner emphasizes the importance of education to temper technological progress with wisdom and ethical behavior.

This article compares and contrasts the theories of three major writers on societal change: Chirot discusses the economic power struggles within and among core, peripheral, and semiperipheral societies, Toffler exposes a future in which major power shifts could have cataclysmic results, and Bruner emphasizes the importance of education to temper technological progress with wisdom and ethical behavior.

This article compares and contrasts the theories of three major writers on societal change: Chirot discusses the economic power struggles within and among core, peripheral, and semiperipheral societies, Toffler exposes a future in which major power shifts could have cataclysmic results, and Bruner emphasizes the importance of education to temper technological progress with wisdom and ethical behavior.

This article compares and contrasts the theories of three major writers on societal change: Chirot discusses the economic power struggles within and among core, peripheral, and semiperipheral societies, Toffler exposes a future in which major power shifts could have cataclysmic results, and Bruner emphasizes the importance of education to temper technological progress with wisdom and ethical behavior.

This article compares and contrasts the theories of three major writers on societal change: Chirot discusses the economic power struggles within and among core, peripheral, and semiperipheral societies, Toffler exposes a future in which major power shifts could have cataclysmic results, and Bruner emphasizes the importance of education to temper technological progress with wisdom and ethical behavior.

This article compares and contrasts the theories of three major writers on societal change: Chirot discusses the economic power struggles within and among core, peripheral, and semiperipheral societies, Toffler exposes a future in which major power shifts could have cataclysmic results, and Bruner emphasizes the importance of education to temper technological progress with wisdom and ethical behavior.

This article compares and contrasts the theories of three major writers on societal change: Chirot discusses the economic power struggles within and among core, peripheral, and semiperipheral societies, Toffler exposes a future in which major power shifts could have cataclysmic results, and Bruner emphasizes the importance of education to temper technological progress with wisdom and ethical behavior.

This article compares and contrasts the theories of three major writers on societal change: Chirot discusses the economic power struggles within and among core, peripheral, and semiperipheral societies, Toffler exposes a future in which major power shifts could have cataclysmic results, and Bruner emphasizes the importance of education to temper technological progress with wisdom and ethical behavior.

This article compares and contrasts the theories of three major writers on societal change: Chirot discusses the economic power struggles within and among core, peripheral, and semiperipheral societies, Toffler exposes a future in which major power shifts could have cataclysmic results, and Bruner emphasizes the importance of education to temper technological progress with wisdom and ethical behavior.

Social change is a broad and difficult topic to throw light on the fundamental changes of society. In this process a new birth of the structure and functioning of the society takes place. Under this, basically many patterns of status, class, level and behavior are formed and deteriorated. Society is dynamic and change is inevitable with time. Dr. Seema Sharma "Social Development and Change" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50604.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/50604/social-development-and-change/dr-seema-sharma

Social change is a broad and difficult topic to throw light on the fundamental changes of society. In this process a new birth of the structure and functioning of the society takes place. Under this, basically many patterns of status, class, level and behavior are formed and deteriorated. Society is dynamic and change is inevitable with time. Dr. Seema Sharma "Social Development and Change" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50604.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/50604/social-development-and-change/dr-seema-sharma

Social change is a broad and difficult topic to throw light on the fundamental changes of society. In this process a new birth of the structure and functioning of the society takes place. Under this, basically many patterns of status, class, level and behavior are formed and deteriorated. Society is dynamic and change is inevitable with time. Dr. Seema Sharma "Social Development and Change" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-6 | Issue-5 , August 2022, URL: https://www.ijtsrd.com/papers/ijtsrd50604.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/social-science/50604/social-development-and-change/dr-seema-sharma

"Science and Engineering Indicators" ("Indicators") is a biennial congressionally mandated report that provides high-quality quantitative information on the U.S. and international science and engineering enterprise. The report employs a variety of presentation styles--such as narrative text, data tables and figures--to make the data accessible to readers with different information needs and different information-processing preferences. The data are "indicators," that is, quantitative summary information on the scope, quality, and vitality of the science and engineering (S&E) enterprise or its change over time. The indicators in this report are intended to contribute to an understanding of the current environment and to inform the development of future policies. "Indicators" includes detailed information about measurement to help readers understand what the reported measures mean, how the data were collected, and how to use the data appropriately. The Methodology Appendix of the report provides detailed information on the methodological, statistical, and data-quality criteria used for the report. The sidebar, "What Makes a Good Indicator?," provides a brief and high-level summary of the data sources used in the report and data-quality issues that influence the interpretation and accuracy of the information presented in "Indicators." "Indicators 2018" includes an overview (Beethika Khan and Carol Robbins) and eight chapters that follow a generally consistent pattern. The chapter titles are as follows: (1) Elementary and Secondary Mathematics and Science Education (Susan L. Rotermund and Peter Muhlberger); (2) Higher Education in Science and Engineering (Jaquelina C. Falkenheim); (3) Science and Engineering Labor Force (Amy Burke); (4) Research and Development: U.S. Trends and International Comparisons (Mark Boroush); (5) Academic Research and Development (Katherine Hale, Karen White, Carol Robbins, Michael Gibbons, and Christina Freyman); (6) Industry, Technology, and the Global Marketplace (Derek Hill); (7) Science and Technology: Public Attitudes and Understanding (John Besley and Peter Muhlberger); and (8) Invention, Knowledge Transfer, and Innovation (Carol Robbins, Mark Boroush, and Derek Hill). In addition, "Indicators 2018" includes an online data tool, State Indicators (Jock Black, Christina Freyman, and Steve Deitz), which provides state-level data on science and technology (S&T); and a digest, comprising a small selection of important indicators from the main report. [Primary responsibility for the production of this volume was assigned to Beethika Khan, Director, Science and Engineering Indicators Program of the National Center for Science and Engineering Statistics (NCSES); John R. Gawalt, Director, NCSES; and the Directorate for Social, Behavioral and Economic Sciences under the leadership of Fay Lomax Cook. For the 2016 report, see ED571833.]

Abstract This study examines patterns of life course development and social change across cohorts in ideal weight and body weight satisfaction (BWS), addressing two understudied questions: How do ideal weight and BWS react to individual ageing and changes in body weight over the course of life? How does exposure to different sociocultural conditions across birth cohorts shape development of ideal weight and BWS? I will use data from 13.137 individuals, followed up to 11 times between 2007 and 2018 (59.639 observations) aged 16 to 75, born between 1930 to 2002 in the Netherlands and apply hierarchical linear multilevel models to simultaneously estimate the age patterns in ideal weight and BWS and cross-cohort variations therein.   Introduction Body image refers to a mental representation of own height, weight and body shape as well as attitudes towards own body (1). Body image is one of the central components of self-concept, which is strongly linked to individuals’ mental and physical health and general wellbeing (2). Particularly, one of the main dimensions of body image – body weight satisfaction (BWS) has received a lot of scholarly and public attention. BWS is determined by the degree to which individuals’ ideal weight and actual weight correspond. Individuals’ concept of which weight is ideal, is in turn determined by sociocultural representations of ideal weight as well as individuals’ own body size and composition (3, 4). Consequently, BWS is lower in social settings, in which sociocultural ideals are less attainable (5, 6). BWS is mainly related to thinness in females, who are less satisfied with their weight as compared to men and typically wish to reduce fat mass (7). BWS is mainly related to muscularity in males, who either wish to weigh more or wish to weigh less to increase lean muscular body mass (8). BWS is important for health and wellbeing of both sexes (2) and declines in BWS constitute a risk factor for disordered eating, depression, lowered self-esteem and drops in life satisfaction (9, 10). Yet, approximately 70% of women and approximately 50% of men in mainly Western study populations are dissatisfied with their weight (3, 11). Despite extant research as well as scientific, public and individual relevance of ideal weight and BWS, important fundamental questions remain open. How do ideal weight and BWS develop over the life course? How do developmental patterns of ideal weight and BWS vary across birth cohorts? Addressing these questions is important for research and policy. First, identifying developmental patterns of ideal weight and BWS allows assessing how individual assessment of what constitutes ideal weight and consequent BWS react to individual ageing processes and changes in individuals’ body weight over the life course. Second, identifying intercohort change in life course development of ideal weight and BWS allows assessing the role of sociocultural conditions under which trajectories of ideal weight and BWS unfold. Previous research regarding life course development of ideal weight and BWS is inconsistent. Some studies find that individuals’ ideal weight remains stable with age. This implies that BWS decreases during life stages in which BMI is increasing (12). However, ideal weight may also increase with age, along with increasing own BMI and possibly declining individual importance of physical appearance from midlife onwards. This would imply that BWS increases with age. Previous research on life course development of ideal weight and BWS provides theoretical accounts for both scenarios. Empirically, most studies find that BWS is rather stable across the life course among women, while no consistent pattern was found for men (see 13 and 14 for a review). These findings are likely biased, as most of them do not account for cohort effects. According to the “principle of cohort differences in ageing” (15, 16) and consistent scientific evidence (12, 17), birth cohorts constitute primary contexts for individual development and ageing. People born at different times, come of age under diverse early life conditions and continuous accumulation of differential exposures to cultural, biological, social, and behavioral factors important for physical and mental health throughout the life course (15, 16). Disregarding cohort effects simplifies the analysis, but assumes equal patterns of life course development in individuals born and coming of age under entirely different socio-historical conditions. This assumption has been invalidated by growing evidence to the contrary from studies on a wide range of physical and mental health outcomes (12, 17, 18, 19). In case of life course trajectories of ideal weight and BWS, assuming equal developmental patterns across cohorts is similarly hard to justify, given how strongly levels of BMI as well as sociocultural standards of ideal body have changed over time. First, in the course of obesity epidemic since the 1980s, members of more recent birth cohorts have developed higher levels of BMI at earlier ages (12, 20). This has individual and contextual implications. On one hand, individuals in more recent cohorts may develop lower levels of BWS due to their higher BMI. On the other hand, in more recent cohorts, higher levels of BMI became more common and presumably more socially accepted (6). This, in turn may have led to a increase in BWS. Recent research on sociocultural standards of ideal weight, point in a similar direction. While historically larger body sizes were considered ideal, representations of ideal body became increasingly thin and fit ideal for females and increasingly lean and muscular for males (21, 22). More recently, however, a growing number of studies report a tendency in sociocultural ideals towards greater body acceptance (3, 23). This suggests that development of ideal weight and BWS differs across cohorts, as members of different birth cohorts were exposed to different sociocultural representations of ideal bodies and differed in the degree to which their actual body deviated from these ideals. Previous research provides little insights into the question of how ideal weight and BWS develop over the life course and whether these developmental patterns have changed across cohorts. In order to study typical developmental life course patterns of ideal weight and BWS and intercohort change therein, long-term population-based longitudinal data are necessary. Previous research on life course development of ideal weight and BWS applied mainly cross-sectional or short-term longitudinal data from small-scale convenience samples and disregarded possible cohort effects (13, 14). To the best of our knowledge, to date, only one study, based on longitudinal population-based data from New Zeeland has analyzed life course development of satisfaction with body image (capturing satisfaction with weight, size and shape), while simultaneously studying intercohort change therein (23). Contrary to previous research, this study has concluded that satisfaction with body image increased over the life course among men and women and this was more strongly pronounced in more recent cohorts especially among women. The present study extends the existing evidence in two main ways. First, it provides the first simultaneous assessment of life course and cross-cohort developments in ideal weight and BWS in a European country. For this, I utilize high-quality large-scale probability-based population-representative data, collected yearly between 2007 and 2018 among 13.137 men and women aged 16 to 75 years old, born between 1930 and 2002 in the Netherlands. Second, I investigate the role of one of the key proposed determinants behind the life course and cross-cohort developments of BWS – changes in BMI. This allows to assess the extent to which development of ideal weight and BWS is driven by age-related changes in individual BMI, as well as to which extent possible intercohort change in ideal weight and BWS are related to intercohort change in BMI.

Abstract This study examines patterns of life course development and social change across cohorts in ideal weight and body weight satisfaction (BWS), addressing two understudied questions: How do ideal weight and BWS react to individual ageing and changes in body weight over the course of life? How does exposure to different sociocultural conditions across birth cohorts shape development of ideal weight and BWS? I will use data from 13.137 individuals, followed up to 11 times between 2007 and 2018 (59.639 observations) aged 16 to 75, born between 1930 to 2002 in the Netherlands and apply hierarchical linear multilevel models to simultaneously estimate the age patterns in ideal weight and BWS and cross-cohort variations therein.   Introduction Body image refers to a mental representation of own height, weight and body shape as well as attitudes towards own body (1). Body image is one of the central components of self-concept, which is strongly linked to individuals’ mental and physical health and general wellbeing (2). Particularly, one of the main dimensions of body image – body weight satisfaction (BWS) has received a lot of scholarly and public attention. BWS is determined by the degree to which individuals’ ideal weight and actual weight correspond. Individuals’ concept of which weight is ideal, is in turn determined by sociocultural representations of ideal weight as well as individuals’ own body size and composition (3, 4). Consequently, BWS is lower in social settings, in which sociocultural ideals are less attainable (5, 6). BWS is mainly related to thinness in females, who are less satisfied with their weight as compared to men and typically wish to reduce fat mass (7). BWS is mainly related to muscularity in males, who either wish to weigh more or wish to weigh less to increase lean muscular body mass (8). BWS is important for health and wellbeing of both sexes (2) and declines in BWS constitute a risk factor for disordered eating, depression, lowered self-esteem and drops in life satisfaction (9, 10). Yet, approximately 70% of women and approximately 50% of men in mainly Western study populations are dissatisfied with their weight (3, 11). Despite extant research as well as scientific, public and individual relevance of ideal weight and BWS, important fundamental questions remain open. How do ideal weight and BWS develop over the life course? How do developmental patterns of ideal weight and BWS vary across birth cohorts? Addressing these questions is important for research and policy. First, identifying developmental patterns of ideal weight and BWS allows assessing how individual assessment of what constitutes ideal weight and consequent BWS react to individual ageing processes and changes in individuals’ body weight over the life course. Second, identifying intercohort change in life course development of ideal weight and BWS allows assessing the role of sociocultural conditions under which trajectories of ideal weight and BWS unfold. Previous research regarding life course development of ideal weight and BWS is inconsistent. Some studies find that individuals’ ideal weight remains stable with age. This implies that BWS decreases during life stages in which BMI is increasing (12). However, ideal weight may also increase with age, along with increasing own BMI and possibly declining individual importance of physical appearance from midlife onwards. This would imply that BWS increases with age. Previous research on life course development of ideal weight and BWS provides theoretical accounts for both scenarios. Empirically, most studies find that BWS is rather stable across the life course among women, while no consistent pattern was found for men (see 13 and 14 for a review). These findings are likely biased, as most of them do not account for cohort effects. According to the “principle of cohort differences in ageing” (15, 16) and consistent scientific evidence (12, 17), birth cohorts constitute primary contexts for individual development and ageing. People born at different times, come of age under diverse early life conditions and continuous accumulation of differential exposures to cultural, biological, social, and behavioral factors important for physical and mental health throughout the life course (15, 16). Disregarding cohort effects simplifies the analysis, but assumes equal patterns of life course development in individuals born and coming of age under entirely different socio-historical conditions. This assumption has been invalidated by growing evidence to the contrary from studies on a wide range of physical and mental health outcomes (12, 17, 18, 19). In case of life course trajectories of ideal weight and BWS, assuming equal developmental patterns across cohorts is similarly hard to justify, given how strongly levels of BMI as well as sociocultural standards of ideal body have changed over time. First, in the course of obesity epidemic since the 1980s, members of more recent birth cohorts have developed higher levels of BMI at earlier ages (12, 20). This has individual and contextual implications. On one hand, individuals in more recent cohorts may develop lower levels of BWS due to their higher BMI. On the other hand, in more recent cohorts, higher levels of BMI became more common and presumably more socially accepted (6). This, in turn may have led to a increase in BWS. Recent research on sociocultural standards of ideal weight, point in a similar direction. While historically larger body sizes were considered ideal, representations of ideal body became increasingly thin and fit ideal for females and increasingly lean and muscular for males (21, 22). More recently, however, a growing number of studies report a tendency in sociocultural ideals towards greater body acceptance (3, 23). This suggests that development of ideal weight and BWS differs across cohorts, as members of different birth cohorts were exposed to different sociocultural representations of ideal bodies and differed in the degree to which their actual body deviated from these ideals. Previous research provides little insights into the question of how ideal weight and BWS develop over the life course and whether these developmental patterns have changed across cohorts. In order to study typical developmental life course patterns of ideal weight and BWS and intercohort change therein, long-term population-based longitudinal data are necessary. Previous research on life course development of ideal weight and BWS applied mainly cross-sectional or short-term longitudinal data from small-scale convenience samples and disregarded possible cohort effects (13, 14). To the best of our knowledge, to date, only one study, based on longitudinal population-based data from New Zeeland has analyzed life course development of satisfaction with body image (capturing satisfaction with weight, size and shape), while simultaneously studying intercohort change therein (23). Contrary to previous research, this study has concluded that satisfaction with body image increased over the life course among men and women and this was more strongly pronounced in more recent cohorts especially among women. The present study extends the existing evidence in two main ways. First, it provides the first simultaneous assessment of life course and cross-cohort developments in ideal weight and BWS in a European country. For this, I utilize high-quality large-scale probability-based population-representative data, collected yearly between 2007 and 2018 among 13.137 men and women aged 16 to 75 years old, born between 1930 and 2002 in the Netherlands. Second, I investigate the role of one of the key proposed determinants behind the life course and cross-cohort developments of BWS – changes in BMI. This allows to assess the extent to which development of ideal weight and BWS is driven by age-related changes in individual BMI, as well as to which extent possible intercohort change in ideal weight and BWS are related to intercohort change in BMI.