Jennifer Craig

'What is your name?' she asks, staring at me.'Jennifer Ross.''Jennifer Ross, Sister. Well, Nurse Ross, you are dressed in the uniform of a nurse from the Leeds General Infirmary. Such a uniform is not worn with a cardigan. Take it off at once.''Yes Sister.' I can feel my face turn red.A trainee nurse in the 1950s had a lot to bear. In Jennifer Craig's enchanting memoir, we meet these warm-hearted yet naïve young girls as they get to grips with strict discipline, long hours and bodily fluids. But we also see the camaraderie that develops in evening study sessions, sneaked trips to the cinema and mischievous escapades with the young trainee doctors. The harsh conditions prove too much for some girls, but the opportunity to help her patients in their time of need is too much of a pull for Jenny. As she commits to her vocation and knuckles down to her exams, she is determined that when she reaches the heights of Ward Sister herself she will not become the frightening matron that struck fear into her student heart ...Rich in period detail, and told with a good dose of Yorkshire humour, Yes Sister, No Sister is a life-affirming true story of a life long past.

Case studies and pedagogical strategies to help science and engineering students improve their writing and speaking skills while developing professional identities.To many science and engineering students, the task of writing may seem irrelevant to their future professional careers. At MIT, however, students discover that writing about their technical work is important not only in solving real-world problems but also in developing their professional identities. MIT puts into practice the belief that "engineers who don't write well end up working for engineers who do write well," requiring all students to take "communications-intensive" classes in which they learn from MIT faculty and writing instructors how to express their ideas in writing and in presentations. Students are challenged not only to think like professional scientists and engineers but also to communicate like them.This book offers in-depth case studies and pedagogical strategies from a range of science and engineering communication-intensive classes at MIT. It traces the progress of seventeen students from diverse backgrounds in seven classes that span five departments. Undergraduates in biology attempt to turn scientific findings into a research article; graduate students learn to define their research for scientific grant writing; undergraduates in biomedical engineering learn to use data as evidence; and students in aeronautic and astronautic engineering learn to communicate collaboratively. Each case study is introduced by a description of its theoretical and curricular context and an outline of the objectives for the students' activities. The studies describe the on-the-ground realities of working with faculty, staff, and students to achieve communication and course goals, offering lessons that can be easily applied to a wide variety of settings and institutions.