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What is the logic of an information law which:• makes available a State Department Memorandum rationalizing the President's use of troops overseas without congressional consent, but has thus far failed to make available World War II documents concerning allegedly repatriated Russian soldiers,• which makes available a Federal Trade Commission staff study on auto warranties but leaves numerous other advisory studies difficult to locate and their status unclear,• breaks loose a key Federal Reserve Board vote but has thus far left the votes and minutes of other multi-member agencies difficult to locate?The answer is that the logic is not in the law itself, but in the kind of pressure put upon the bureaucracy to follow it. The Freedom of Information Act which became effective July 4, 1967 is not self enforcing. It depends upon the initiative and energy of those who want government information, giving them a tool with which to prod an unwilling bureaucracy. To date, this prodding has come principally from the press and interested business organizations; meaning that the information made available has been oriented toward the single news story, often an expose, or the isolated regulatory decision. This is certainly a valuable use of the Act but the pressure of interested citizens is not sufficient to force the government to make available the scope of information and indexing needed for scholarly research.The organized scholarly community, while traditionally supporting the principle of free access to government information, has made no systematic effort to either assess the newly available information or to pry loose information presently withheld.

In the past 25 years, an old social science task — management training and education for the public and private sectors — has spawned a variety of innovative approaches and created a new educational speciality. This new field, usually labeled Human Resources Development (HRD) or Organizational Development (OD), challenges conventional political science and public administration education in a number of important respects. HRD in the 1980s reflects the convergence of two contemporary approaches to learning and management. The first stems from humanistic psychology and its various applications in education; the second from the "behavioral science revolution" in management and organizational theory.

The pol'al sci sub-field of intergov'al relations has not received the attention it deserves particularly from those interested in the newer, more sophisticated techinques of pol'al analysis. The authors, relying on data from 2 nat'l surveys, develop some schemes of analysis for intergov'al relations. A typology of intergov'al pol'al relationships is devised & explained. The typology adds new dimensions to the standard conflict-cooperation dichotomy used in the past to explain & analyze all intergov'al relationships. AA.