Short review and book note

G. J. Cuming and D. Baker, ed. Studies in church history, vol. 8: Popular belief and practice. Cambridge University Press, pp. xii and 331. £6.40.

James E. Wood, Jnr. (Ed.), Jewish-Christian relations in today's world (The Markham Press Fund of Baylor University Press, Waco, Texas, 1971) pp. 164.

Stern, S. M. and Walzer, Sofie, Three unknown Buddhist stories in an Arabic version, introduction, text and translation. Oxford, Cassirer, 1971, 38 pp. £2.00

Brown, Peter, Religion and society in the age of Saint Augustine, Faber and Faber, 1972, pp. 352. £3.25; MACINTYRE, ALASDAIR, Against the Self‐Images of the Age, Duckworth, 1871, pp. vi‐284. E3.45; WINCH, PETER, Ethics and Action, Routledge and Kegan Paul, 1972, pp. 231. £2.75.

Woodcock, George. Gandhi. Fontana, Collins (London), 1972. 108 pp., paperback 35p.

Masunaga, R. A primer of Soto Zen: A translation of Dogen's shobogenzo zuimonki. Routledge & Kegan Paul, 1972. 126 pp., £1.25.

Swanton, Michael (Ed.). The dream of the road. Manchester University Press, 1970. ix + 146 pp. £1.20 (paperback 60p).     

Generation Units and the Student Protest Movement in the United States: An Intra- and Intergenerational Analysis

The American student protest movement provides exceptional opportunities to observe how formative political experiences can affect intragenerational cleavages over the adult life span and how they may reflect on intergenerational continuities. Long-term national panel data from the high school class of 1965 and data from their parents and offspring are used here to exploit these opportunities. The results show that a sharp rift in political participation and attitudes emerged between protesters and non-protesters during the protest era, a rift that persists into mid-life and one that testifies to the conceptual utility of generation units. Continuities across the three lineage generations are demonstrated by the moderate similarities in the ideological and participative orientations that are associated with the protest status of the student generation.     

Executive Heads and the Role of Intergovernmental Organizations: Expansionist Leadership in the United Nations and the European Union

Despite considerable advances in methods to examine leaders' personal characteristics using at–a–distance assessment, few studies have applied such techniques outside of the national level. This study reveals that such approaches can provide analytical leverage for examining executive heads of intergovernmental organizations (IGOs). The personal characteristics of six United Nations Secretaries–General and four European Union Commission Presidents were measured via content analysis of their responses to questions. Separately, their behavior in office was measured via historical accounts and analyses. In general, executive heads with higher expansionist leadership style scores displayed a greater willingness to try to enhance the status of their organizations.     

Evaluation Study of Lawyers' Satisfaction with Expert Witness Reports

This study attempted to evaluate the satisfaction of personal injury lawyers with expert witness reports from psychologists and psychiatrists. A questionnaire was sent to 514 civil litigation lawyers and 79 (15.4%) were completed. It was found that most lawyers were satisfied with reports and that there was no difference between the standard and quality of expert reports of psychologists and psychiatrists. Criticisms were limited and focussed on the cost, length and lack of clarity of some of the reports. These criticisms are discussed within the context of the reforms within the legal aid system and it is concluded that expert reports are perceived by lawyers as being reasonably good value for money.     

CAT: A tool for eliciting knowledge on how to perform procedures

Procedural tasks involve context-sensitive sequences of actions that are performed in pursuit of goals. Procedural knowledge specifies how to do something (e.g., repairing a car) but not how the physical system works (e.g., how the engine works). We have developed a computer program that elicits procedural knowledge from individuals with varying amounts of domain knowledge (ranging from novices to experts) and varying amounts of computer literacy. The tool is called CAT (cognitive analysis tool). CAT is an extension of a class of cognitive models known as GOMS, which stands for goals, operators, methods, and selection rules. The tool guides the user in articulating the goals (and subgoals) the user wants to accomplish, the operators (actions, steps) to accomplish each goal, the alternative methods of accomplishing goals, the conditions in which each method is applied, and exceptional circumstances when goals are suspended and restarted. CAT can be used on most IBMcompatible microcomputers.