Despite their high intellectual caliber, gifted high school students may experience very unique barriers and challenges in their career exploration and planning. As such, this group of students need much help when it comes to career guidance and counseling in the school setting. Being cognizant of this reality, the current article attempts to apply key tenets of career development and career counseling theories to the helping context of career guidance and counseling for gifted high school students. It examines the unique career-related barriers and challenges faced by this student population, drawing attention to the complexity of the issue in the context of intellectual giftedness as experienced by the target group. It then proposes theory-informed career guidance and counseling interventions for the target group.

Can democracy secure environmental sustainability? This article proposes a basic, yet substantial organising principle-the 'dilemma of green democracy'-which maps out the possibility of realising green decision outcomes under democratic constraints. The dilemma posits that there is no logical or unconditional relationship between democratic decisions and environmental sustainability. More specifically, three plausible conditions for collective environmental decision making-robustness to pluralism, consensus preservation and green outcomes-are mutually inconsistent, meaning that they cannot be satisfied simultaneously. To construct a logically possible environmental-democratic institution, we must avoid the dilemma by relaxing at least one of the conditions. This article explores a number of escape routes from the dilemma, and discusses each proposal by drawing on democratic theory and empirical examples in environmental politics. It concludes that as long as the dilemma of green democracy is resolved, democracy can, at least in principle, secure environmental sustainability.

This article offers a comprehensive review of the major theoretical issues and findings of the epistemic approaches to deliberative democracy. Section 2 surveys the norms and ideals of deliberative democracy in relation to deliberation's ability to "track the truth." Section 3 examines the conditions under which deliberative minipublics can "track the truth." Section 4 discusses how "truth-tracking" deliberative democracy is possible through the division of epistemic labor in a deliberative system.