In response to Patrick - great question.

My comments probably require some qualifications. One is that they refer more to
individual differences in formal education within a country. For example, more
(formally) educated Canadians are healthier than less (formally) educated
Canadians. Why? Because more educated Canadians tend to have more human capital
(at least of kinds valued by the market), social capital, cultural capital, and
hence financial capital. In short, they have higher status.

In your case, you're talking about free compulsory primary education, i.e., a
universal program that is accessible to all. If, in the past, only a few
privileged Kenyans had such education, but now all Kenyans do, then the playing
field has been levelled. Thus, health inequalities should decrease. Universal
programs tend to enhance social inclusion & cohesion and reduce status
differences. Education also provides skills and knowledge (human capital) that
may be beneficial to health - such as information about nutritious food, dental
hygiene, sexual health, etc., as well as more intangible things like
self-efficacy. To the extent that these resources are distributed more evenly,
health inequalities also will decline.

In response to Dennis - I am a big fan of C. Wright Mills. One thing I meant to
say in my previous email was that, from an individual or psychologistic
perspective, "staying in school" is probably a good way to improve one's health
(for reasons listed earlier). But, from a population or structuralist
perspective, it is a severely limited solution. Universal primary education is
one thing. But it's impossible for everyone to get a degree from Oxford.

More effective would be to dis-associate the four forms of capital (and
ultimately status) from educational level or type. In other words, we'd need a
cultural transformation in which (1) skills and knowledge obtained via informal
education are valued more highly (human capital); (2) I don't have superior
access to a job just because I know something about opera (cultural capital);
and (3) I don't have superior access to the chief surgeon just because I went
to school with him (social capital). We'd also need to distribute money
(financial capital) and health-related information (human capital) more
equally, and not according to formal education. Only then may differences in
formal education not be associated with health inequalities.

Nevertheless - as Patrick implies - formal education may be the most efficient
way to distribute health-relevant info (as well as a useful means of social
inclusion / community building), and thus things like universal primary
education are critical for health.

Hope that makes sense.

Jeff


Quoting Patrick Mbindyo <[log in to unmask]>:

> I generally agree with the comments made on the impact of education on
> health. To follow this up, say in a country like Kenya where free compulsory
> primary education was recently introduced, how would you attribute reduced
> health inequalities to improved access to education? Consider this in a
> situation of few jobs, poor economic indices, poverty etc. Is there another
> explanantion besides education?
>
> Patrick
> Nairobi, Kenya
>
> ----- Original Message ----
> From: Jeff Denis <[log in to unmask]>
> To: [log in to unmask]
> Sent: Wednesday, January 10, 2007 4:33:36 AM
> Subject: Re: [SDOH] A Surprising Secret to a Long Life: Stay in School
>
>
> Exactly. In social science jargon, formal education gets you four kinds of
> capital: human capital (specific knowledge & skills), financial capital (the
> credential raises your salary offers), social capital (friends in high
> places),
> and cultural capital (general ways of thinking, acting, dressing, etc. that
> are
> valued by the dominant classes). See Bourdieu on the latter.
>
> The common factor here is status, and higher status people enjoy less stress
> and
> better health - just like higher status monkeys (see Marmot).
>
> Unfortunately, the system is rigged so that people with wealthy, educated,
> well-connected parents who pass down the "right" habits and attitudes are
> more
> likely to gain the formal education that furthers their human, material,
> social, and cultural capital. In other words, the system is biased to
> reproduce
> itself.
>
> But note that even if we were to increase access to higher education for the
> disadvantaged, thereby generating more "equal opportunity" and "social
> mobility" (via scholarships and bursaries or free tuition), there still would
> be winners and losers (if nothing else changed). Some would end up more
> educated than others. And so long as formal education translates into the
> four
> kinds of capital listed above, socially rooted health inequalities would
> persist. New wine in old bottles, so to speak.
>
> The only solution I see is to transform the status hierarchy itself. Just
> because I get a PhD from Harvard, doesn't necessarily mean I should enjoy
> more
> prestige or income or preferential treatment compared to a farmer's son or
> daughter who learns the tools of the family trade. Likewise, my degree in
> sociology shouldn't be any less valuable than a degree in economics or law.
> But, in the world we live in, apparently, it is.
>
> To generate real change, we need a cultural transformation in which people
> come
> to appreciate each others' diverse talents and skills. And we need to
> allocate
> resources on a democratically decided and more egalitarian basis. When this
> happens, the health inequalities associated with formal educational
> differences
> may be reduced to insignificance.
>
> Jeff
>
>
> Quoting Emily Gard Marshall <[log in to unmask]>:
>
> > What about the role of social capital that comes with increased education?
> > You not only learn new things, but meet new people (students and
> instructors)
> > and have a "valued" creditial to share when making new contacts outside of
> > the educational setting. I would imagine the social capital that would be
> > gained would have benefits for income, opportunties, knowledge of how to
> take
> > advatage of programs etc and use the health care system, make you feel more
> > supported and content in your position in life, reduce stress (as
> > opportunties will come to you more readily.)
> >
> > This is conjecture on my part...and perhaps "social capital" is not the
> > correct label.
> >
> > Emily Gard Marshall, PhD-C
> > Project Director
> > Culture, Gender & Health Research Unit
> > School of Nursing
> > University of British Columbia
> >
> >
> >
> > -----Original Message-----
> >
> > > Date: Tue Jan 09 03:48:43 PST 2007
> > > From: "Michael MacDonald" <[log in to unmask]>
> > > Subject: Re: [SDOH] A Surprising Secret to a Long Life: Stay in School
> > > To: [log in to unmask]
> > >
> > > Hi there,
> > >
> > > The education debate is a fascinating one.  It seems that formal
> education
> > (
> > > i.e.:  public elementary and secondary school, post-secondary education)
> is
> > > the focus of the studies referenced below.
> > >
> > > I wonder about the role of labour education, community education and
> other
> > > informal education avenues that might exist.  What role does religious
> > > education play?  Do these contribute positively to one's overall
> > > predisposition to "healthier" living?
> > >
> > > Could this be a way of isolating out the notions of "privilege and class
> > > status"?
> > >
> > > Based on the Kolata article - informal learning should positively
> > contribute
> > > to healthiness, given that it is another opportunity for a potentially
> > tight
> > > social network.
> > >
> > > I'm very interested in everyone's thoughts on this. Who knows, it might
> > make
> > > an interesting thesis!  (Which I'm due to start planning any time now).
> > >
> > > Michael
> > >
> > > On 08/01/07, Thompson, Kenneth <[log in to unmask]> wrote:
> > > >
> > > > hi all,
> > > >
> > > > a couple of quick thoughts on this..
> > > >
> > > > length of education is a marker of class status.. and of the generosity
> > of
> > > > the state (and its tax payers)
> > > >
> > > > the use of education is as a credential and as a road to more
> > > > opportunities
> > > >
> > > > what happens when more and more people are educated to a greater and
> > > > greater degree?  i suspect there remains a relative power differential
> > > > between those educated the most, and those the least.
> > > >
> > > > more education will help, but we still have to change the power
> dynamics
> > > > of our current social system..
> > > >
> > > > ken
> > > >
> > > > ________________________________
> > > >
> > > > From: Social Determinants of Health on behalf of Joel Moskowitz
> > > > Sent: Wed 1/3/2007 2:27 PM
> > > > To: [log in to unmask]
> > > > Subject: [SDOH] A Surprising Secret to a Long Life: Stay in School
> > > >
> > > >
> > > >
> > > > A Surprising Secret to a Long Life: Stay in School
> > > >
> > > > Gina Kolata, New York Times, Jan 3, 2007
> > > >
> > > > James Smith, a health economist at the RAND
> > > > Corporation, has heard a variety of hypotheses
> > > > about what it takes to live a long life ?? money,
> > > > lack of stress, a loving family, lots of friends. But he has been a
> > > > skeptic.
> > > >
> > > > Yes, he says, it is clear that on average some
> > > > groups in every society live longer than others.
> > > > The rich live longer than the poor, whites live
> > > > longer than blacks in the United States.
> > > > Longevity, in general, is not evenly distributed
> > > > in the population. But what, he asks, is cause
> > > > and what is effect? And how can they be disentangled?
> > > >
> > > > He is venturing, of course, into one of the
> > > > prevailing mysteries of aging, the persistent
> > > > differences seen in the life spans of large
> > > > groups. In every country, there is an average
> > > > life span for the nation as a whole and there are
> > > > average life spans for different subsets, based
> > > > on race, geography, education and even churchgoing.
> > > >
> > > > But the questions for researchers like Dr. Smith
> > > > are why? And what really matters?
> > > >
> > > > The answers, he and others say, have been a
> > > > surprise. The one social factor that researchers
> > > > agree is consistently linked to longer lives in
> > > > every country where it has been studied is
> > > > education. It is more important than race; it
> > > > obliterates any effects of income.
> > > >
> > > > Year after year, in study after study, says
> > > > Richard Hodes, director of the National Institute
> > > > on Aging, education "keeps coming up."
> > > >
> > > > And, health economists say, those factors that
> > > > are popularly believed to be crucial ?? money and
> > > > health insurance, for example, pale in comparison.
> > > >
> > > > Dr. Smith explains: "Giving people more Social
> > > > Security income, or less for that matter, will
> > > > not really affect people's health. It is a good
> > > > thing to do for other reasons but not for health."
> > > >
> > > > Health insurance, too, he says, "is vastly overrated in the policy
> > > > debate."
> > > >
> > > > Instead, Dr. Smith and others say, what may make
> > > > the biggest difference is keeping young people in
> > > > school. A few extra years of school is associated
> > > > with extra years of life and vastly improved health decades later, in
> old
> > > > age.
> > > >
> > > > It is not the only factor, of course.
> > > >
> > > > There is smoking, which sharply curtails life
> > > > span. There is a connection between having a
> > > > network of friends and family and living a long
> > > > and healthy life. And there is evidence that
> > > > people with more powerful jobs and, presumably,
> > > > with more control over their work lives, are healthier and longer
> lived.
> > > >
> > > > But there is little dispute about the primacy of education.
> > > >
> > > > "If you were to ask me what affects health and
> > > > longevity," says Michael Grossman, a health
> > > > economist at the City University of New York, "I
> > > > would put education at the top of my list."
> > > >
> > > > Graduate Student Finds Answer
> > > >
> > > > The first rigorous effort to decide whether
> > > > education really changes people so they live
> > > > longer began in a most inauspicious way.
> > > >
> > > > It was 1999 and a Columbia University graduate
> > > > student, Adriana Lleras-Muney, was casting about
> > > > for a topic for her doctoral dissertation in
> > > > economics. She found an idea in a paper published
> > > > in 1969. Three economists noted the correlation
> > > > between education and health and gave some
> > > > advice: If you want to improve health, you will
> > > > get more return by investing in education than by investing in medical
> > > > care.
> > > >
> > > > It had been an inflammatory statement, Dr.
> > > > Lleras-Muney says. And for good reason. It could
> > > > only be true if education in and of itself caused good health.
> > > >
> > > > But there were at least two other possibilities.
> > > >
> > > > Maybe sick children did not go to school, or
> > > > dropped out early because they were ill. Or maybe
> > > > education was a proxy for wealth, and it was
> > > > wealth that led to health. It could be that
> > > > richer parents who gave their children
> > > > everything, including better nutrition, better
> > > > medical care and a better education, had children
> > > > who, by virtue of being wealthy, lived longer.
> > > >
> > > > How, she asked herself, could she sort out causes
> > > > and effects? It was the chicken-and-egg problem that plagues such
> > > > research.
> > > >
> > > > The answer came one day when Dr. Lleras-Muney was
> > > > reading another economics paper. It indicated
> > > > that about 100 years ago, different states
> > > > started passing laws forcing children to go to
> > > > school for longer periods. She knew what to do.
> > > >
> > > > "The idea was, when a state changed compulsory
> > > > schooling from, say, six years to seven years,
> > > > would the people who were forced to go to school
> > > > for six years live as long as the people the next
> > > > year who had to go for seven years," Dr. Lleras-Muney asked.
> > > >
> > > > All she would have to do was to go back and find
> > > > the laws in the different states and then use
> > > > data from the census to find out how long people
> > > > lived before and after the law in each state was changed.
> > > >
> > > > "I was very excited for about three seconds," she
> > > > says. Then she realized how onerous it could be
> > > > to comb through the state archives.
> > > >
> > > > But when her analysis was finished, Dr.
> > > > Lleras-Muney says, "I was surprised, I was really
> > > > surprised." It turned out that life expectancy at
> > > > age 35 was extended by as much as one and a half
> > > > years simply by going to school for one extra year.
> > > >
> > > > Her prize-winning paper appeared in Review of
> > > > Economic Studies. And she ended up with a job as
> > > > an assistant professor at Princeton. Now, others
> > > > papers have appeared, examining the effects of
> > > > changed laws on compulsory education in Sweden,
> > > > Denmark, England and Wales. In every country,
> > > > compelling children to spend a longer time in school led to better
> > health.
> > > >
> > > > "You might think that forcing someone to go to
> > > > school who does not want to be there may not be
> > > > the same thing as going to school because you
> > > > want to," Dr. Lleras-Muney said. "That did not seem to be the case."
> > > >
> > > > Not everyone was convinced.
> > > >
> > > > Victor Fuchs, a health economist at Stanford,
> > > > points out that it is not clear how or why
> > > > education would lead to a longer life.
> > > >
> > > > And, he said, there are other mysteries. For
> > > > example, women increased their years of schooling
> > > > more than men have in recent decades. But men are
> > > > catching up with women in their life spans.
> > > >
> > > > And it might be expected that after a certain
> > > > point, more years of school would not add to a
> > > > person's life span. That, however, is not what
> > > > the data shows. The education effect never wanes.
> > > > But most researchers say they are swayed by Dr.
> > > > Lleras-Muney's work and the studies in other
> > > > countries. That, though, leaves the question of
> > > > why the education effect occurs.
> > > >
> > > > Dr. Lleras-Muney and others point to one
> > > > plausible explanation ?? as a group, less educated
> > > > people are less able to plan for the future and
> > > > to delay gratification. If true, that may, for
> > > > example, explain the differences in smoking rates
> > > > between more educated people and less educated ones.
> > > >
> > > > Smokers are at least twice as likely to die at
> > > > any age as people who never smoked, says Samuel
> > > > Preston, a demographer at the University of
> > > > Pennsylvania. And not only are poorly educated
> > > > people more likely to smoke but, he says,
> > > > "everybody knows that smoking can be deadly," and
> > > > that includes the poorly educated.
> > > >
> > > > But education, Dr. Smith at RAND finds, may
> > > > somehow teach people to delay gratification. For
> > > > example, he reported that in one large federal
> > > > study of middle-aged people, those with less
> > > > education were less able to think ahead.
> > > >
> > > > "Most of adherence is unpleasant," Dr. Smith
> > > > says. "You have to be willing to do something
> > > > that is not pleasant now and you have to stay
> > > > with it and think about the future."
> > > >
> > > > He deplores the dictums to live in the moment or
> > > > to live for today. That advice, Dr. Smith says,
> > > > is "the worst thing for your health."
> > > >
> > > > An Observation on the Street
> > > >
> > > > In the late 1970's, Lisa Berkman, now a professor
> > > > of public policy at the Harvard School of Public
> > > > Health, took a part-time job at a San Francisco
> > > > health care center. It drew people from Chinatown
> > > > and the city's Italian neighborhood, North Beach,
> > > > as well as from the Tenderloin district, a poor
> > > > area where homeless people lived on the streets
> > > > and mentally ill people roamed. And she noticed something striking.
> > > >
> > > > "In Chinatown and North Beach, there were these
> > > > tightly bound social networks," Dr. Berkman
> > > > recalls. "You saw old people with young people.
> > > > In the Tenderloin, people were just sort of
> > > > dumped. People were really isolated and did not
> > > > have ways of figuring out how to make things work."
> > > >
> > > > A few years later, she was haunted by that
> > > > observation. She had entered graduate school and
> > > > was studying Seventh-day Adventists when she
> > > > began to wonder whether the standard explanation
> > > > for their longer lives ?? a healthy, vegetarian diet ?? was enough.
> > > >
> > > > "They were at decreased risk from many, many
> > > > diseases, even ones where diet was not
> > > > implicated," Dr. Berkman says. And, she adds, "it
> > > > seemed they simply had a slower rate of aging."
> > > >
> > > > Seventh-day Adventists, like the people in
> > > > Chinatown and North Beach, had "incredibly
> > > > cohesive social networks," Dr. Berkman notes. Could that be the clue?
> > > >
> > > > Thirty years later, studies have borne out her hunch.
> > > >
> > > > The risks of being socially isolated are
> > > > "phenomenal," Dr. Berkman says, associated with
> > > > twofold to fivefold increases in mortality rates.
> > > > And the correlations emerged in study after study
> > > > and in country after country.
> > > >
> > > > Yet, Dr. Berkman adds, there was that perennial
> > > > question: Did social isolation shorten lives or
> > > > were people isolated because they were sick and
> > > > frail and at great risk of death?
> > > >
> > > > She knows that sometimes ill health leads to
> > > > social isolation. But, Dr. Berkman says, the more
> > > > she investigated, the more evidence she found
> > > > that social isolation might also lead to poor
> > > > health and a shorter life by, for example,
> > > > increasing stress and making it harder to get assistance when ill.
> > > >
> > > > But researchers also warn that their findings
> > > > that education and, to a lesser degree, social
> > > > networks, may directly affect health do not
> > > > necessarily mean that other hypotheses would also
> > > > hold up. The cautionary tale, health economists
> > > > say, is the story of the link between health and wealth.
> > > >
> > > > Over and over again, studies show that health is
> > > > linked to wealth. It even matters where a person lives.
> > > >
> > > > For example, in a new analysis of Medicare
> > > > beneficiaries, Stephanie Raymond and Kristen
> > > > Bronner of Dartmouth College find that the lowest
> > > > death rates are in the wealthiest places. So in
> > > > San Francisco, with a per capita income of
> > > > $57,496, just 4.16 percent of Medicare
> > > > beneficiaries die each year. But in Tuscaloosa,
> > > > Ala, whose per capita income is $24,257, the
> > > > annual death rate was 5.97 percent.
> > > >
> > > > Race was not a large factor.
> > > >
> > > > "If you control for where people live, the
> > > > disparities between black and white mortality
> > > > rates become much smaller," said Jonathan
> > > > Skinner, a Dartmouth health economist.
> > > >
> > > > An obvious explanation is that wealth buys
> > > > health. And it seems plausible. Poorer people, at
> > > > least in the United States, are less likely to
> > > > have health insurance or access to medications.
> > > >
> > > > But Dr. Fuchs says, then why don't differences
> > > > between rich and poor shrink in countries where everyone has health
> care?
> > > >
> > > > "All you have to do is look at the experience of
> > > > countries like England that have had health
> > > > insurance for more than 40 years," he says.
> > > > "There is no diminution in the class
> > > > differentials. It's been the same in Sweden. It's true everywhere."
> > > >
> > > > In fact, Dr. Smith says, the wealth-health
> > > > connection, at least among adults, goes in the
> > > > wrong direction. It is not that lower incomes
> > > > lead to poor health so much as that poor health
> > > > leads to lower incomes, he found.
> > > >
> > > > A Skewing of the Numbers
> > > >
> > > > Sick people tend to have modest out-of-pocket
> > > > medical expenses, but often are unable to work or unable to work full
> > > > time.
> > > >
> > > > The result can be a drastic and precipitous and
> > > > long-lasting drop in income. As the ranks of
> > > > middle- and upper-income populations become
> > > > depleted of people who are ill, there is a
> > > > skewing of the data so healthy people are disproportionately richer.
> > > >
> > > > That effect emerged when Dr. Smith analyzed data
> > > > from the National Institute on Aging's National
> > > > Health and Retirement Survey, a national sample
> > > > of 7,600 American households with at least one person aged 51 to 61.
> > > >
> > > > If someone developed cancer, heart disease or
> > > > lung disease ?? which will affect about a fifth of
> > > > people aged 51 to 61 over the next eight years ??
> > > > the household's income declined by an average of
> > > > more than $37,000. And its assets ?? its wealth ??
> > > > fell by $49,000 over the ensuing eight years,
> > > > even though out-of-pocket medical expenses were just $4,000.
> > > >
> > > > Dr. Smith also asked whether getting richer made
> > > > people healthier, an effect that could translate
> > > > into a longer life. It does not, he concluded
> > > > after studying the large increases in income
> > > > during the stock market surge of the 1990s.
> > > >
> > > > "I find almost no role of financial anything in
> > > > the onset of disease," Dr. Smith says. "That's an
> > > > almost throw-you-out-of-the-room thing," he
> > > > confesses, but the data, he and other economists insist, is consistent.
> > > >
> > > > Income, says Dr. Preston, "is so heavily influenced by health itself."
> > > >
> > > > Much More Than Genes and Luck
> > > >
> > > > As director of the National Institute on Aging,
> > > > Dr. Hodes often speaks to policy makers, giving
> > > > briefings on the latest scientific findings. But,
> > > > he and others say, all too often there is a disconnect.
> > > >
> > > > There are some important findings: Health and
> > > > nutrition early in life, even prenatally, can
> > > > affect health in middle and old age and can affect how long people
> live.
> > > >
> > > > For the most part, genes have little effect on
> > > > life spans. Controlling heart disease risk
> > > > factors, like smoking, cholesterol, blood
> > > > pressure and diabetes, pays off in a more
> > > > vigorous old age and a longer life. And it seems
> > > > increasingly likely that education plays a major role in health and
> life
> > > > spans.
> > > >
> > > > And then there is the question of what to do. It
> > > > might seem logical to act now, pouring money into
> > > > education or child health, for example.
> > > >
> > > > But scientists often say they would like good
> > > > evidence beforehand that a program that sounds
> > > > like it would make a difference, like keeping
> > > > students in school longer, really works. And if
> > > > the goal is longer and healthier lives, is that
> > > > the most cost-effective way to spend public money?
> > > >
> > > > There are just so many questions remaining, says
> > > > Richard Suzman, a program director at the
> > > > National Institute on Aging. Even studies showing
> > > > that, for many people, the die may be cast early
> > > > in life, do not reveal how best to make changes.
> > > >
> > > > "We have only a vague idea of when and where
> > > > early experience links to old age or when and
> > > > where to intervene," Dr. Suzman says.
> > > >
> > > > "When it comes to changing things," says Dr.
> > > > Skinner, the Dartmouth economist, "we are in uncharted territory."
> > > >
> > > > -------------------
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> > > > [log in to unmask]
> > > > SET SDOH DIGEST
> > > >
> > > > To view the SDOH archives, go to:
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> > > >
> > > > -------------------
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> > > > To unsubscribe, send the following message in the text section -- NOT
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> > > >
> > > > SIGNOFF SDOH
> > > >
> > > > DO NOT SEND IT BY HITTING THE REPLY BUTTON. THIS SENDS THE MESSAGE TO
> THE
> > > > ENTIRE LISTSERV AND STILL DOES NOT REMOVE YOU.
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> > > > SUBSCRIBE SDOH yourfirstname yourlastname
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> > > > Include in the Subject, its content, and location and date, if
> relevant.
> > > >
> > > > For a list of SDOH members, send a request to [log in to unmask]
> > > >
> > > > To receive messages only once a day, send the following message to
> > > > [log in to unmask]
> > > > SET SDOH DIGEST
> > > >
> > > > To view the SDOH archives, go to:
> > > > https://listserv.yorku.ca/archives/sdoh.html
> > > >
> > >
> > > -------------------
> > > Problems/Questions? Send it to Listserv owner: [log in to unmask]
> > >
> > >
> > > To unsubscribe, send the following message in the text section -- NOT the
> > subject header --  to [log in to unmask]
> > >
> > > SIGNOFF SDOH
> > >
> > > DO NOT SEND IT BY HITTING THE REPLY BUTTON. THIS SENDS THE MESSAGE TO THE
> > ENTIRE LISTSERV AND STILL DOES NOT REMOVE YOU.
> > >
> > > To subscribe to the SDOH list, send the following message to
> > [log in to unmask] in the text section, NOT in the subject header.
> > >
> > > SUBSCRIBE SDOH yourfirstname yourlastname
> > >
> > > To post a message to all 1200+ subscribers, send it to [log in to unmask]
> > > Include in the Subject, its content, and location and date, if relevant.
> > >
> > > For a list of SDOH members, send a request to [log in to unmask]
> > >
> > > To receive messages only once a day, send the following message to
> > [log in to unmask]
> > > SET SDOH DIGEST
> > >
> > > To view the SDOH archives, go to:
> > https://listserv.yorku.ca/archives/sdoh.html
> > >
> >
> > -------------------
> > Problems/Questions? Send it to Listserv owner: [log in to unmask]
> >
> >
> > To unsubscribe, send the following message in the text section -- NOT the
> > subject header --  to [log in to unmask]
> >
> > SIGNOFF SDOH
> >
> > DO NOT SEND IT BY HITTING THE REPLY BUTTON. THIS SENDS THE MESSAGE TO THE
> > ENTIRE LISTSERV AND STILL DOES NOT REMOVE YOU.
> >
> > To subscribe to the SDOH list, send the following message to
> > [log in to unmask] in the text section, NOT in the subject header.
> >
> > SUBSCRIBE SDOH yourfirstname yourlastname
> >
> > To post a message to all 1200+ subscribers, send it to [log in to unmask]
> > Include in the Subject, its content, and location and date, if relevant.
> >
> > For a list of SDOH members, send a request to [log in to unmask]
> >
> > To receive messages only once a day, send the following message to
> > [log in to unmask]
> > SET SDOH DIGEST
> >
> > To view the SDOH archives, go to:
> > https://listserv.yorku.ca/archives/sdoh.html
> >
>
> -------------------
> Problems/Questions? Send it to Listserv owner: [log in to unmask]
>
>
> To unsubscribe, send the following message in the text section -- NOT the
> subject header --  to [log in to unmask]
>
> SIGNOFF SDOH
>
> DO NOT SEND IT BY HITTING THE REPLY BUTTON. THIS SENDS THE MESSAGE TO THE
> ENTIRE LISTSERV AND STILL DOES NOT REMOVE YOU.
>
> To subscribe to the SDOH list, send the following message to
> [log in to unmask] in the text section, NOT in the subject header.
>
> SUBSCRIBE SDOH yourfirstname yourlastname
>
> To post a message to all 1200+ subscribers, send it to [log in to unmask]
> Include in the Subject, its content, and location and date, if relevant.
>
> For a list of SDOH members, send a request to [log in to unmask]
>
> To receive messages only once a day, send the following message to
> [log in to unmask]
> SET SDOH DIGEST
>
> To view the SDOH archives, go to:
> https://listserv.yorku.ca/archives/sdoh.html
>
> __________________________________________________
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>
> -------------------
> Problems/Questions? Send it to Listserv owner: [log in to unmask]
>
>
> To unsubscribe, send the following message in the text section -- NOT the
> subject header --  to [log in to unmask]
>
> SIGNOFF SDOH
>
> DO NOT SEND IT BY HITTING THE REPLY BUTTON. THIS SENDS THE MESSAGE TO THE
> ENTIRE LISTSERV AND STILL DOES NOT REMOVE YOU.
>
> To subscribe to the SDOH list, send the following message to
> [log in to unmask] in the text section, NOT in the subject header.
>
> SUBSCRIBE SDOH yourfirstname yourlastname
>
> To post a message to all 1200+ subscribers, send it to [log in to unmask]
> Include in the Subject, its content, and location and date, if relevant.
>
> For a list of SDOH members, send a request to [log in to unmask]
>
> To receive messages only once a day, send the following message to
> [log in to unmask]
> SET SDOH DIGEST
>
> To view the SDOH archives, go to:
> https://listserv.yorku.ca/archives/sdoh.html
>

-------------------
Problems/Questions? Send it to Listserv owner: [log in to unmask]


To unsubscribe, send the following message in the text section -- NOT the subject header --  to [log in to unmask]

SIGNOFF SDOH

DO NOT SEND IT BY HITTING THE REPLY BUTTON. THIS SENDS THE MESSAGE TO THE ENTIRE LISTSERV AND STILL DOES NOT REMOVE YOU.

To subscribe to the SDOH list, send the following message to [log in to unmask] in the text section, NOT in the subject header.

SUBSCRIBE SDOH yourfirstname yourlastname

To post a message to all 1200+ subscribers, send it to [log in to unmask]
Include in the Subject, its content, and location and date, if relevant.

For a list of SDOH members, send a request to [log in to unmask]

To receive messages only once a day, send the following message to [log in to unmask]
SET SDOH DIGEST

To view the SDOH archives, go to: https://listserv.yorku.ca/archives/sdoh.html