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The purpose of this paper is to explore coping strategies devised by executive women in family relationships to advance their career and to maintain career/family balance.

A qualitative methodology using a sample of 25 executive women explores career advancement and career/family balance strategies within work and family contexts.

Analysis produces multiple career advancement and career/family balance strategies, including professional support, personal support, value system, and life course strategies such as the “ordering” of career and family, negotiating spousal support, and whether to have children.

Adaptive strategies facilitate engagement in career and family, even in challenging gender environments, encouraging continued research on executive women's advancement and career/family balance. The idiosyncratic nature of career/family balance calls for greater emphasis on the context and timing of career and family experiences.

The paper offers guidance to women seeking to combine executive career and family and to organizations committed to the advancement and retention of women.

The paper jointly explores career advancement and career/family balance strategies pursued by executive women in family relationships. It contributes to a growing body of research on the coping mechanisms and adaptive strategies underlying balance between career and family.

Many students with learning disabilities (LD) experience significant difficulties in developing writing proficiency. Early identification and intervention can prevent long-term writing problems. Early identification and intervention require reliable and valid writing assessments that can be used to identify students at risk and monitor their progress in response to intervention. One promising approach to assessing students' performance and progress in writing is Curriculum-Based Measurement (CBM). In this chapter, we provide an overview of CBM. Next, we describe a theoretical framework for writing development, and discuss implications of this framework for developing writing assessments. We then describe current efforts to develop a seamless and flexible approach to monitoring student progress in writing in the early elementary grades, and highlight important directions for future research. We end with a discussion of how teachers might eventually use CBM to make data-based decisions to provide effective individualized interventions for students who experience writing difficulties.

This study seeks to investigate strategies for building personal relationships with an organization's members, and to examine the outcomes of personal relationships in an advocacy organization.

The case study includes interviews with 39 staff people at national, state, and affiliate levels of the organization; 58 members; and five former members, for a total of 102 participants. Document analysis and participant observation were supplemental methods.

The following strategies for cultivating personal relationships were identified: direct engagement, task sharing, constitutive rhetoric, peer linking, hat‐in‐your‐hand, investment in local relationships, and targeting of aware affiliates for diversity efforts. To contribute to the discussion about the value of personal relationships in organizations, the study also investigated the outcomes of personal relationships. The outcomes found in the study include affective commitment, political leverage, social capital, member recruitment, and member retention.

Although many of the cultivation strategies and outcomes are likely to apply to various contexts, some of them may be specific to the context of an advocacy organization that has a grass‐roots culture and layers of leadership, such as local, state, and national offices.

Organizations can read the study to identify potential strategies they can use to cultivate strong personal relationships with their stakeholders.

The study produces new cultivation strategies and outcomes for personal relationships and engages in a critical discussion of the existing literature.

Prenatal genetic testing is fast becoming standard practice in the medicalized arena of pregnancy in American health care provision. The interest of this paper, using empirical research data from participant observation and semistructured interviews of genetic counselors, geneticists, perinatologists, and obstetricians, is to explicate the provision of genetic care by the care-givers themselves, paying close attention to the ways they deal with the inherent uncertainties and ambiguities in medical genetics, especially prenatal genetic testing. Ambiguity and uncertainty are omnipresent in prenatal genetic testing, most obviously through the absence of an individual to examine in conjunction with test results. The test is for fetal abnormalities. Rarely are test results able to be interpreted with a clear, straightforward definition of what type of individual the fetus could eventually be. Through analysis of genetic intake meetings, departmental meetings, and quarterly interdepartmental meetings, the way providers order their work is elucidated; it reveals two work ideologies implemented to handle ambiguity and uncertainty: assessing the patient and tailoring the information to the patient. These work ideologies are examined through a social worlds/arenas theory and a sociology of work lens informed by symbolic interactionism. Analyzing providers' interpretations of their clinical practices allows an explication of their (re)construction of genetic medical knowledges through the individual providers' social worlds.