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Conflict and displacement are increasingly protracted, requiring rethinking of refugee education as a long-term endeavour, connected not only to the idea of return but to the ongoing nature of exile. In this essay, I examine how refugees conceptualize education and its role in creating certainty and mending the disjunctures of their trajectories as refugees. Through a portrait of one refugee teacher, the essay explores technical, curricular, and relational dimensions of refugee education that assist refugee students in preparing for unknowable futures.

Increased interest in the potential societal benefit of incorporating health economics as a part of clinical translational science, particularly nutrition interventions, led the Office of Dietary Supplements at the National Institutes of Health to sponsor a conference to address key questions about the economic analysis of nutrition interventions to enhance communication among health economic methodologists, researchers, reimbursement policy makers, and regulators. Issues discussed included the state of the science, such as what health economic methods are currently used to judge the burden of illness, interventions, or healthcare policies, and what new research methodologies are available or needed to address knowledge and methodological gaps or barriers. Research applications included existing evidence-based health economic research activities in nutrition that are ongoing or planned at federal agencies. International and US regulatory, policy, and clinical practice perspectives included a discussion of how research results can help regulators and policy makers within government make nutrition policy decisions, and how economics affects clinical guideline development. [ABSTRACT FROM AUTHOR]