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Background-While adverse rearing is thought to alter threat responding, the effects on appetitive behavior remains minimally explored. This study examines the effects that early-life emotional adversity has on response to both threatening and appetitive stimuli in juvenile rhesus monkeys.

Purpose This paper aims to investigate the determinants of women representation on Australian corporate boards under the ASX’s “if not, why not” corporate governance framework. It further aims to improve the study of Geiger and Marlin (2012) by using a theoretically sound two-limit Tobit model to examine the determinants. Design/methodology/approach This study uses the two-limit Tobit model to examine the determinants of women representation on ASX 500 boards. This approach is used due to the censored nature of the dependent variable. Findings This study finds that the two-limit Tobit model is an appropriate methodology to accommodate the censored dependent variable. It further finds that firm size, women as chair of boards, corporate governance index, Global Reporting Initiative signatory, debt ratio, average board age, BIG4 auditors, chief executive officer tenure and shareholder concentration are major determinants of women on boards. Research limitations/implications The use of only ASX 500 companies and the sample years (2011-2014) may limit the generalisation of the findings. Originality/value This is the first extensive longitudinal Australian study to examine the drivers of women representation on corporate boards. It is also the first of its kind to use the two-limit Tobit model to consider these determinants.

The purpose of this study is to examine the impact of the use of an online discussion board as an assessment item on students learning performance in relation to group work based on Social Learning Theory. The study uses survey questionnaires at the beginning and end of semester together with student grade information. The data analysis consists of (1) a regression analysis to explore the relationship between student interaction and performance and (2) a repeated measures ANOVA to explore changes in attitude and perceived encouragement. Student's perceptions at the outset were found to be important as was the use of the online discussion board as a learning tool even when it is not assessed. Further, students' attitude to the online discussion board improved through the semester however the online assessment task did not encourage domestic students to be more engaged in group‐based activities. In contrast, international students were more encouraged to participate in group‐based activities at the end of the semester. The study has implications for online group activities in education.

Purpose – The purpose of this study is to describe and evaluate the implementation of an online self and peer assessment model (SPARKPLUS) to assess team work skills of accounting students. Design/methodology/approach – This study describes the background and implementation of SPARKPLUS and employs a survey questionnaire administered to students enrolled in an undergraduate company accounting subject before and after the implementation of the model. The survey results and selected qualitative data are used to evaluate students' attitudes to group work and the impact of SPARKPLUS. Findings – The study suggests that students understand the benefits of group work activities in developing their technical knowledge in company accounting. However, students do not appreciate the value of group work activities in developing generic skills or how SPARKPLUS supports group work activities. Practical implications – Professional and accreditation bodies require evidence of teaching and learning activities and assessment of team work skills during the students' undergraduate accounting degree. This study demonstrates that students require significant teaching and learning activities in relation to team work skills and the assessment model for successful implementation. Originality/value – This study makes an original contribution to the accounting education literature pertaining to assessment of team work skills in two respects. First, the study outlines the design, implementation and preliminary evaluation of an online self and peer assessment model in an undergraduate company accounting course. Second, preliminary evidence concerning the impact of this model on group work activities and team work skills is provided.