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The paper aims to examine high school students' use of social networking to participate in teledeliberative democratic dialogue and explicates the implications of this dialogue for democratic education that is inclusive of all students.

The case study analyzes the comments of 111 high school students over ten days following what they perceived to be an injustice committed by the administration against one of their fellow classmates.

Analysis of student commentary led to the development of three categories of teledeliberative citizenship: the demagogue, the proselyte, and the egalitarian. Together, these categories serve as a spectrum of sophistication along which democratic discourse can be classified.

The primary limitation of this research is a product of the online medium in which it occurs. Though “observing” students' interactions on Web 2.0 application was beneficial for cataloguing conversations, social cues like body language and tone of voice had to be inferred.

Web 2.0 provides students with an opportunity to build a community of shared belief that crosses gender, racial, religious, and cultural divisions.

Teachers could use Web 2.0 as a forum for teledeliberative democratic dialogue in a multicultural democratic educational framework to engage students and encourage a sophisticated, active citizenship.

In the spring of 1982, I published an article in Reference Services Review on marketing libraries and information services. The article covered available literature on that topic from 1970 through part of 1981, the time period immediately following Kotler and Levy's significant and frequently cited article in the January 1969 issue of the Journal of Marketing, which was first to suggest the idea of marketing nonprofit organizations. The article published here is intended to update the earlier work in RSR and will cover the literature of marketing public, academic, special, and school libraries from 1982 to the present.

This paper provides a clinical practice overview of the challenges that can arise when working with dangerous and severe personality‐disordered patients in a high secure hospital. Poor engagement and treatment readiness, mistrust, paranoia and dominant interpersonal styles are all clinical features that affect treatment delivery. The paper discusses the impact of these features, and suggests how clinicians can engage effectively with individuals who have personality disorders in regard to therapy in general.

The aim of the research was to find out if the work environment of professional librarians in the five state‐owned university libraries in Ghana encouraged continuing professional development (CPD) and to discover who the librarians felt should be responsible for this.

The research was carried out among professional librarians in the five state‐owned university libraries in Ghana. The study was to find out if their work environment encouraged CPD. The study further investigated who the employees felt should be responsible for their CPD. The importance of a plan for effective CPD was also discussed. Finally, benefits of CPD to the individual professional were looked at. The survey method was used. The instruments for data collection were the questionnaire and interviews.

The study found that the library environment in the state‐owned universities was supportive to a large extent of CPD. The study revealed that the professional librarian's involvement in CPD was a shared responsibility of the library and the individual. Some benefits derived from CPD by the professional librarians were job advancement and updated skills leading to competence.

It is hoped that the study will encourage library management especially in universities to consider formulating and writing down CPD policies and also to adopt management styles that will make them “learning organisations.”