Reviews the British Ordinary National Diploma (OND) course in technology, a two-year fulltime program leading to degree and subdegree courses in technology and science. The course was designed as an alternative to a two-year sixth form A-level course in mathematics and physics. (MLH)

Describes recently published Engineering Science Development Unit (ESDU) texts, intended to promote an applied science approach to sixth form teaching. Each text has two components: a main story in which an engineering problem or situation is considered, and a set of supporting material covering development of physical relationships. (MLH)

Presents a report of the annual conference of the Education Group of the Institute of Physics, held at the University of Oxford. The educators agreed that project work is a useful teaching technique and that there is a need for categorization of such activities. (MLH)

Discusses the following aspects of university project work: academic and social aims, recent trends, and availability of projects. Advises teachers how to determine the time allotment and assessment procedures for project work. (MLH)

New physics programs in Great Britain include a program with emphasis on mathematics and other sciences, and a joint honors program combining physics with another discipline, such as philosophy, economics, or English. Future programs may include even broader programs, in areas such as energy science or resources utilization. (MLH)

Suggests that university physics teaching maintains rigorous depth but does not place enough emphasis on communication skills with nonphysicists. Discusses the problem of recruiting university graduates into service industries which have predominately awarded managerial positions to personnel with work experience rather than formal education. (MLH)

Describes programs which alternate a study period in college and a training period in industry. Called "sandwich courses" in Britain and "cooperative courses" in America, these programs are considered by many educators to be among the most significant educational developments of our time. (MLH)

Concludes that virtually all the innovations of the past ten years in undergraduate physics instruction have had a common aim of involving students more actively in the learning process. Provides an overview of the major innovations, such as audio tutorial methods, self paced systems, programed textbooks, and computer assistance. (MLH)

Provides information concerning programs in medical physics, radiation biology, and radiation physics at eight British medical colleges. Each institution is separately listed, and the provided information typically includes program descriptions, graduate programs, and main branches of research. (MLH)

Reports on the 1975 annual meeting of the Education Group of the Institute of Physics which was associated with the Higher Education Learning Project (Physics) (HELP). Discussed topics are listed. (CP)

Describes the applied science course at Kingston Polytechnic, its requirements, the background of students enrolled in it, and the breadth of its offerings. (GA)

Describes the physical science courses at Lanchester Polytechnic. These courses are broad-based and offerings cover a wide range of options and use a variety of teaching-learning methods. (GA)

Explains the objectives and the offerings of two honors courses in engineering physics and physics and education at Loughborough University of Technology. (GA)

Describes active joint-honours degrees at the University of Manchester. These degrees involve five different science departments, contain approximately equal amounts of two major subjects and mathematics, at least in the first year.

Descriptions of undergraduate physics programs are given: physics with geophysics physics with solid state electronics, physics with medical physics, and honors physics. (MDR)