Copping, Campbell, and Muncer (2014) have recently published an article critical of the psychometric approach to the assessment of life history (LH) strategy. Their purported goal was testing for the convergent validation and examining the psychometric structure of the High-K Strategy Scale (HKSS). As much of the literature on the psychometrics of human LH during the past decade or so has emanated from our research laboratory and those of close collaborators, we have prepared this detailed response. Our response is organized into four main sections: (1) A review of psychometric methods for the assessment of human LH strategy, expounding upon the essence of our approach; (2) our theoretical/conceptual concerns regarding the critique, addressing the broader issues raised by the critique regarding the latent and hierarchical structure of LH strategy; (3) our statistical/methodological concerns regarding the critique, examining the validity and persuasiveness of the empirical case made specifically against the HKSS; and (4) our recommendations for future research that we think might be helpful in closing the gap between the psychometric and biometric approaches to measurement in this area. Clearly stating our theoretical positions, describing our existing body of work, and acknowledging Reply to Copping, Campbell, and Muncer (2014) Evolutionary Psychology -ISSN 1474-7049 -Volume 13(2). 2015.-300-their limitations should assist future researchers in planning and implementing more informed and prudent empirical research that will synthesize the psychometric approach to the assessment of LH strategy with complementary methods.

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Engaging students in the research experience remains at the forefront of multiple debates within the field of sociology concerning best approaches to implementing and assessing applied learning opportunities both inside and outside the classroom. From experiential methodological training to service learning, there is a diverse array of models for encouraging students to develop potentially marketable skills through the application of sociological knowledge to the "real world" (Lovecamp, Soboroff, and Gillespie 2017). Recent evidence suggests that students in sociological methods and statistics courses significantly benefit from applied learning (Atkinson and Hunt 2008). We propose that community-based research adds another important element to sociological training through civic engagement in locally salient social problems. To help other instructors establish communitybased research opportunities, we describe the development and implementation of a communitybased learning course called the Poverty in Tucson Field Workshop (Workshop) and assess its potential for improving student learning outcomes related to social science research methods and comprehension of social stratification and inequality. Through the examination of improvements in learning outcomes for students in the Workshop compared to traditional methods courses, we 818251T SOXXX10.

In search of "good-enough'' care arrangements for the child: a quest for continuity of care. In: Dwyer JG ed. The Oxford Handbook of Children and the Law.

The aim of this article is to examine the relations between two approaches to the measurement of life history (LH) strategies: A traditional approach, termed here the biodemographic approach, measures developmental characteristics like birthweight, gestation length, interbirth intervals, pubertal timing, and sexual debut, and a psychological approach measures a suite of cognitive and behavioral traits such as altruism, sociosexual orientation, personality, mutualism, familial relationships, and religiosity. The biodemographic approach also tends not to invoke latent variables, whereas the psychological approach typically relies heavily upon them. Although a large body of literature supports both approaches, they are largely separate. This review examines the history and relations between biodemographic and psychological measures of LH, which remain murky at best. In doing so, we consider basic questions about the nature of LH strategies: What constitutes LH strategy (or perhaps more importantly, what does not constitute LH strategy)? What is gained or lost by including psychological measures in LH research? Must these measures remain independent or should they be used in conjunction as complementary tools to test tenets of LH theory? Although definitive answers will linger, we hope to catalyze an explicit discussion among LH researchers and to provoke novel research avenues that combine the strengths each approach brings to this burgeoning field.