Connectivity and trade dominate discussions of the Mediterranean Bronze and Iron Ages, where artefacts travelled increasing distances by land and sea. Much of the evidence for the means through which such networks operated is necessarily indirect, but shipwrecks offer direct insights into the movement of goods. Here, the authors explore three Iron Age cargoes recently excavated at Tel Dor on the Carmel Coast, the first from this period found in the context of an Iron Age port city in Israel. Spanning the eleventh–seventh centuries BC, these cargoes illuminate cycles of expansion and contraction in Iron Age Mediterranean connectivity and integration.

A child’s world is full of cues that may help to learn about decision options by providing valuable predictions. However, not all cues are always equally valid. To enhance decision-making, one should use cue validities as weights in decision-making. Prior research showed children’s difficulty in doing so. In 2 conceptual replication studies, we investigated preschoolers’ competencies when they encounter a cue whose prediction is always correct. We assessed 5- to 6-year-olds’ cue evaluations and decision-making in an information-board-game. Participants faced 3 cues when repeatedly choosing between 2 locations to find treasures: A nonprobabilistic, high-validity cue that always provided correct predictions (p = 1) paired with 2 probabilistically correct (Study 1: p = .34, p = .17) or 2 nonprobabilistic, incorrect cues (Study 2: p = 0). Participants considered cue validities—albeit in a rudimentary form. In their cue evaluations, they preferred the high-validity cue, indicating their ability to understand and use cue validity for evaluations. However, in their decision-making, they did not prioritize the high-validity cue. Rather, they frequently searched and followed the predictions of less valid (Study 1) and incorrect cues (Study 2). Our studies strengthen the current state of decision research suggesting that the systematic use of cue validities in decision-making develops throughout childhood. Apparently, having appropriate cue evaluations that reflect cue validities is not sufficient for their use in decision-making. We discuss our findings while considering the importance of learning instances for the development of decision competencies.

Better understanding is needed regarding the effects of exercise alone, without any imposed dietary regimens, as a single tool for body-weight regulation. Thus, we evaluated the effects of an 8-week increase in activity energy expenditure (AEE) on ad libitum energy intake (EI), body mass and composition in healthy participants with baseline physical activity levels (PAL) in line with international recommendations. Forty-six male adults (BMI = 19·7–29·3 kg/m2) participated in an intervention group, and ten (BMI = 21·0–28·4 kg/m2) in a control group. Anthropometric measures, cardiorespiratory fitness, EI, AEE and exercise intensity were recorded at baseline and during the 1st, 5th and 8th intervention weeks, and movement was recorded throughout. Body composition was measured at the beginning and at the end of the study, and resting energy expenditure was measured after the study. The intervention group increased PAL from 1·74 (se 0·03) to 1·93 (se 0·03) (P < 0·0001) and cardiorespiratory fitness from 41·4 (se 0·9) to 45·7 (se 1·1) ml O2/kg per min (P = 0·001) while decreasing body mass (−1·36 (se 0·2) kg; P = 0·001) through adipose tissue mass loss (ATM) (−1·61 (se 0·2) kg; P = 0·0001) compared with baseline. The control group did not show any significant changes in activity, body mass or ATM. EI was unchanged in both groups. The results indicate that in normal-weight and overweight men, increasing PAL from 1·7 to 1·9 while keeping EI ad libitum over an 8-week period produces a prolonged negative energy balance. Replication using a longer period (and/or more intense increase in PAL) is needed to investigate if and at what body composition the increase in AEE is met by an equivalent increase in EI.

In the light of Dave Vicary's review of 40 years of publications addressing out-of-home care (OOHC) issues and current concerns about both the systemic context of child protection and the comparatively narrow range of options for the delivery of care in the sector, a range of people from Australia and beyond were asked for their responses to the question: Where do you see OOHC going in the next 40 years and what do you think our priorities need to be?

The purpose of this paper is to explore the ethos of interculturalidad in Mexico's recently founded universidades interculturales. On the basis of documentation and interviews with faculty in five universities, institutionalisation of intercultural higher education within the state sector can be seen to have created a space in which the politics of recognition meet the radical ideas of educators in the tradition of constructivism and educación popular. Intercultural higher education does not select students on the basis of race, but the location of the campuses and the content of courses are designed to attract indigenous students. The introduction of field research early in the undergraduate course should transform the relationship between students and their communities of origin, and prepare them for leadership roles. The article concludes with a critique of what it calls ‘hard’ multiculturalism.