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The article discusses the reasons for the slow advancement in social science. The author explains that the development in social science in the 20th century happened on the borderland of the universities' terrain and not at the center. He states that the advances came from people who used the resources of the university and working outside its systems. He also quotes Alasdair MacIntyre pointing out that the theory proposed by social scientists is either facile or misleading.

Several letters to the editor are presented in response to articles published in previous issues, including "Time to Rethink Dyslexia?" in the March 6, 2014 issue, "Public Interest Defence," by Patrick Ainley in the March 6, 2014 issue, and "Taxing Lectures Led to Sacking, Tribunal Told" in the March 6, 2014 issue.

The author addresses the importance of evaluating the quality of research works in deciding for Noble Prize recipients. He tells that the main concern is that the financial value of the resumes of scholars has been given more emphasis over the contents of their studies, as Nobel Prize decision making has been mostly influenced by the metrics of corporatisation. The author tells that most scientific research sent as Nobel Prize entries were based on bookkeeping science instead of imagination.

The author argues that children in Great Britain are getting better fed, taller, healthier, have access to facilities and coaching, and achieving top A-level grades. He attributes the advances to the benefits from research into physiology, materials science, psychology and nutrition. He guesses that improved exam results are rooted in factors that explain the Flynn effect, or increases in intelligence quotient, such as better teaching tools, access to concepts and facts, and better schools.

The author discusses application of evidence gathered from randomised controlled trials (RCT) and social interventions. He describes treatment being given by academics to research results, noting how they utilize research data in life sciences. He expresses disagreement over remarks offered by science writer Ben Goldacre regarding the use of RCT as solution to social policy uncertainties. He stresses that changes in conditions, people, and circumstances should also be considered in RCT.

The authors insist that British higher education can learn a lot from a remarkable naked street experiment in Drachten in the Netherlands in 2011, wherein regulations are removed in different parts of the town. They say that the experiment encourages drivers to think of themselves as active participants who are engaged and involved. They add that these drivers are like teachers in higher education, who can work better if they are engaged and involved.

Several letters to the editor are presented in response to articles in previous issues including "Make children embrace the boredom," by Frank Furedi in the October 23, 2009 issue, "Horrible Histories author sticks knife in on 'dinosaur' politicians," in the October 2, 2009, and "Early-years debate in search of battle lines," in the October 23, 2009 issue.

Comments on the disastrous consequences of moving pupils out of special schools in Great Britain. Hardships in dealing with autistic children in the mainstream; Issuance of an alert called the inclusion police; Inquiry set up by the Commons Education and Skills Select Committee.

The article presents information related to the book "Experience of Special Education: Re-evaluating Policy and Practice Through Life Stories," by Derrick Armstrong. How do we know anything about education? The stuff with which educators work, learning, thinking, behaving, is so intangible that trying to measure it is like trying to catch air in your hand. Children learn, create and think in strange and idiosyncratic ways, and their behaviour in the institutions that society has constructed for learning may be wilful, paradoxical and self-defeating. Only a brave person pronounces definitively on how learning happens, how teaching should proceed or how one should study it. The complexity of education has led some analysts to seek new ways of understanding how people think, learn and behave. Gone for them is the tired emulation of scientific methods for studying human affairs, methods that have proved wanting, producing little more than tautologies.

Presents the conclusions of the `Green Paper,' which reports on the status of special education in Great Britain. Government's objective by the year 2002; Ambiguity of findings of studies regarding early intervention; Proposal to award schools which are successful in integrating students with special needs; Need for training of special teachers and learning support assistants. INSET: Green paper..

Features Rita Ray's Read On, a second chance reading scheme comprises of fiction and non-fiction books at six levels. Teacher's resource file; Graded built-up of vocabulary; Controlled introduction of grammatical difficulty; Requirement for sensitive handling.

Reviews a training program called `Senat: A Training Programme for Special Educational Needs Assistants and Teachers.' Its relation to education for children with special needs; How it will assist teachers and classroom assistants; Cost; Where you can obtain your copy.

Focuses on th support given by Labour Party in Great Britain to local education authority (LEA). Failure of LEA in implementing their policies in school; Commitments to be made by Labour to have a radical education policy.

Reports on the results of a survey of parents' attitudes toward various education issues in Great Britain. Whether the Education Reform Act passed in 1987 has made parents more conscious about the schools where their children go; Attitudes towards grant maintained (GM) and local authority education (LEA) schools; Use of exam league tables; School prayer; Importance of report cards.

Presents the winners of the 1994 TES/NASEM Special Needs Academic Book Award. Academic book award for `Emotional Growth and Learning,' by Paul Greenhaigh; Children's book award for `See Ya, Simon,' by David Hill; Information technology awards for `Homemapper,' by Tony Wheeler, Ben Short and Janek Buckucki and `Access Maths,' published by ACE Centre.

Reviews the educational materials `ColorCards: What's Wrong,' `ColorLibrary: Food,' `ColorLibrary: Sport and Leisure,' `Photo Action Cards,' `Photo Adjectives' and `Photo Prepositions.'