Reviews the educational goals in physics of several international organizations that promote collaboration and encourage educational development throughout the world. Offers a rationale for attending international conferences sponsored by these organizations. (CS)

Presented is a descriptive guide of the field of engineering physics for employees, advisors, and students selecting careers. Included are listings of institutions offering engineering physics programs and a sample outline of course work required for accreditation in the field. (SL)

British Physics Centres are organizations within which university and school physics teachers meet to exchange ideas. Membership characteristics and activities of these centres are discussed. (JP)

Described is the development of individualized materials for three different physics projects; all three proceed concurrently in a single classroom. The key element in the program is complete abandonment of the traditional lecture presentation. (DF)

A junior college's individualized physics program is described. The unique features in this program are a 14-hour per day faculty tutoring service, completely open laboratories, and no time restrictions for completing a course. An appraisal of the program reports its strength and weaknesses. (JP)

During 1981-82 a physics contest was held in North Carolina in which a new physics question was asked each month. Information is provided for others contemplating a similar task. Areas addressed include costs, prizes (calculators), number of entries, contest rules, contest goals, and such problems as time involvement. (JN)

Discusses physics teacher competencies and their emphasis in the development of a physics teacher education program in Dortmund, Germany. (CS)

Explains the need to encourage minority students to choose physics as the field for advanced work. Institutes were organized during summer, enrolling minority students to enrich their backgrounds. Results have been encouraging and more extensive planning is underway. (PS)

Enumerates characteristics of the physics curriculum at a high school designed for gifted students in science. Details areas of concern, observed changes, and particular management strategies in teaching physics to a very large number of students. (CS)

The author describes, in a highly personal manner, physics teaching in a rural school. Topics detailed include: program descriptions, teaching methods, textbook selection and adoption procedures, teaching load, and the problems associated with teaching in a school district with limited funds. (BT)