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The nonhuman world is under substantial threat from human activities and economies. Rewilding gardens and community action can build relationships of care with the nonhuman, restore habitat, connect people and land, and empower humans to work with and for the nonhuman. Stories about family relationships to land and through land, and creating a wild garden are used to explore place attachment, creating relationships of care through gardening, and purposeful rewilding of a garden; stories about participation in a community service organization examine how collective action can take rewilding ideas out into the larger community. By consciously creating care for the nonhuman and participating in rewilding, we can actively build ecological paths forward for ourselves and our nonhuman neighbors.

The first contribution to this section is by Richard Schmalensee titled “Thoughts on the Chicago school legacy in U.S. antitrust.” It appears the purpose of this essay is to set up a target for the rest of the contributors to shoot at – a target that is emphatically pro-Chicago. In his essay, Schmalensee reviews some of the aspects of U.S. antitrust policy that outraged Chicago school lawyers and economists in the 1970s. He takes a brief look at some of Chicago's subsequent victories that he claims are now generally accepted as positive changes. And finally, he argues that some of Chicago's lost battles also constitute positive aspects of its legacy. His discussion is focused on four broad issues: the objectives of antitrust, the past policy toward “no-fault” concentration, the treatment of productive efficiency, and the evaluation of non-standard business conduct (pp. 11–12).

How rural libraries influence their communities’ development is shown in a number of studies, and many of those rural libraries have focused on their roles in increasing the accessibility of technology for their local community. However, few focused on how rural libraries are immersed in their surrounding natural environment to empower the community members’ learning about and with nature. Also, there have been rare examples of rural libraries that support not only their local community but also another country’s sustainable development. The Baramsup Picturebook Library, located in a rural area in South Korea, is an exemplary case because it has provided a large range of programming and services for diverse groups of people (i.e., from children to older adults) from diverse levels of communities – from the local communities around the library to the global communities of a developing country, Laos. Through qualitative content analysis of an interview with the library’s director as well as their official blog and articles and reports from magazines, this chapter presents a case study of this library. The library’s services and programs are demonstrated under three themes: (1) rural, local communities: cultivating the book culture; (2) local and regional communities: empowering children’s ecological sensitivity; (3) with global communities: building school libraries for children in Laos. This case study of the Baramsup Picturebook Library provides conceptual and practical insights into how rural and small libraries initiate changes in people and communities, thereby impacting sustainable social changes in larger communities.

In this chapter, the authors assert that traditional advanced degree programs underserve young scientists, and train them primarily for a career in academia pursuing basic research. Data drawn from the Scientists and Engineers Statistical Data System (SESTAT) from 1996 to 2006 show that only one fourth of all scientists are engaged in basic academic research. The majority of young scientists pursue alternative career paths in applied and in industrial research settings. Several such career options are highlighted, and the conclusion is drawn that graduate education should be broadened to provide students with complementary business and entrepreneurship knowledge, skills and attitudes required for success in each option. Four examples of innovative programs that address this need at the University of Illinois are discussed, including a Certificate in Entrepreneurship and Management (CEM) for Life Scientists, a Certificate in Business Administration (CIB) for Nonbusiness Majors, the Illinois Professional Science Master's (PSM), and various nondegree, experiential opportunities.

Despite many neurodiverse individuals possessing skills that are desperately needed, few organizations have redesigned their attraction, development and retention practices to capture them. In this chapter, we alert organizations that embracing neurodiversity bodes well for expanding the diversity of the talent pool, thereby mitigating talent risks. We proceed to analyse and explain how neurodiversity can be positioned within the talent management literature and identify opportunities for integrating neurodiversity and talent management research. We begin by exploring the concept of neurodiversity and in particular neurodiversity in the workplace. We then use this foundation to establish how neurodiversity can be engaged within the talent management literature. Finally, we outline a plethora of future research questions and avenues to further explore neurodiversity in the context of talent management.