Kimbrilee Schmitz: To respond my opinion 8.1 Consider the models of Piaget, Erickson, and others regarding the stages of cognitive developmental. Do these models suggest a correlation between cognitive development and learning development throughout the human lifespan? Why or why not? Learning development consists of allowing a person to learn at their own pace so they fully understand what is learned and feel accomplished when they master a task. If a person is pushed to learn to fast, they feel defeated because they do not understand the concepts. If a person is learning at a pace that is too slow, they become bored. People also need to have time to learn, reflect, and apply what they have learned (Mayhew, Wolniak & Pascarella, 2008). Although some learning needs to be structured so people learn the correct concepts, there needs to be time for out of the box thinking and hands on applications. Piaget’s stages of cognitive development starts with an infant that cannot recognize that they are separate from the world  and ends around age 11 where a child has a good concept of themselves and the world around them (Malerstein and Ahern, 1979). Erickson’s stages of life development stretches from birth to old age. Erickson believed that people had to complete steps in one phase before entering the next stage. These stages go from learning about one’s self and the world and end in reflecting on life and making sure all questions are answered (Ornstein, Cron & Slocum, 1989). Both of these models have a correlation with learning development. People have to learn certain things in each stage of their life. If they do not learn or accomplish certain things it is difficult for them to move forward in their life. Although there are age ranges set up with the models of cognitive development not everyone reaches each stage in the same time period. Just like learning development, people must learn and accomplish things at their own pace. Resources: Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of Cognitive Development and Adult Character Structure. American Journal Of Psychotherapy, 33(1), 107. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-live&scope=site Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008). How Educational Practices Affect the Development of Life-long Learning Orientations in Traditionally-aged Undergraduate Students. Research in Higher Education, (4). 337. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=eds-live&scope=site Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage versus career stage: A comparative test of the theories of Levinson and Super. Journal Of Organizational Behavior, 10(2), 117-133. Retrieved from: https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=psyh&AN=1989-31344-001&site=eds- ...

1. Kimbrilee Schmitz: To respond my opinion 8.1
Consider the models of Piaget, Erickson, and others regarding
the stages of cognitive developmental. Do these models suggest
a correlation between cognitive development and learning
development throughout the human lifespan? Why or why not?
Learning development consists of allowing a person to learn at
their own pace so they fully understand what is learned and feel
accomplished when they master a task. If a person is pushed to
learn to fast, they feel defeated because they do not understand
the concepts. If a person is learning at a pace that is too slow,
they become bored. People also need to have time to learn,
reflect, and apply what they have learned (Mayhew, Wolniak &
Pascarella, 2008). Although some learning needs to be
structured so people learn the correct concepts, there needs to
be time for out of the box thinking and hands on applications.
Piaget’s stages of cognitive development starts with an infant
that cannot recognize that they are separate from the world and
ends around age 11 where a child has a good concept of
themselves and the world around them (Malerstein and Ahern,
1979). Erickson’s stages of life development stretches from
birth to old age. Erickson believed that people had to complete
steps in one phase before entering the next stage. These stages
go from learning about one’s self and the world and end in
reflecting on life and making sure all questions are answered
(Ornstein, Cron & Slocum, 1989). Both of these models have a
correlation with learning development. People have to learn
certain things in each stage of their life. If they do not learn or
accomplish certain things it is difficult for them to move
forward in their life. Although there are age ranges set up with
the models of cognitive development not everyone reaches each
stage in the same time period. Just like learning development,

2. people must learn and accomplish things at their own pace.
Resources:
Malerstein, A., & Ahern, M. M. (1979). Piaget's Stages of
Cognitive Development and Adult Character Structure.
American Journal Of Psychotherapy, 33(1), 107. Retrieved
from:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=rlh&AN=5349402&site=eds-
live&scope=site
Mayhew, M. J., Wolniak, G. C., & Pascarella, E. T. (2008).
How Educational Practices Affect the Development of Life-long
Learning Orientations in Traditionally-aged Undergraduate
Students. Research in Higher Education, (4). 337. Retrieved
from:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=edsjsr&AN=edsjsr.25704567&site=
eds-live&scope=site
Ornstein, S., Cron, W. L., & Slocum, J. W. (1989). Life stage
versus career stage: A comparative test of the theories of
Levinson and Super. Journal Of Organizational Behavior, 10(2),
117-133. Retrieved from:
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com
/login.aspx?direct=true&db=psyh&AN=1989-31344-
001&site=eds-live&scope=site
Deborah Hill
2 posts
Re:Module 8 DQ 2
How has this course altered your perspective of human learning
and cognition? How might this altered perspective influence
your doctoral research? As a result of your learning in this
course, what new assumptions must you now address as you
begin your research?
This course has altered my perspective of human learning and
cognition by disclosing the roles of learning and behavior

3. through creativity, problem solving and decision making based
on awareness of intricate components in the learning process.
The basis for which creativity is presented as a by product in
the aftermath of positive and/ or negative affect ( Bledow,
Rosing, & Frese, 2013). For example, emotions of a painter
shows through the designs of his or her canvas which may
appear as an abstract or a an impressionist display of images of
the painter's ideas.
In addition, it has generated thoughts and ideas about learning
which shifted my delivery of teaching in the classroom. As an
adjunct instructor, I am more driven to support quality
education with better resources to course my student's
curriculum. These improved methodologies has promoted
activities and more action oriented approaches in the classroom
through group assignments, guest speakers, and scheduled
outings.
Bledow R, Rosing K, & Frese M. A Dynamic Perspective on
Affect and Creativity. Academy Of Management Journal [serial
online]. April 2013;56(2):432-450. Available from: Business
Source Complete, Ipswich, MA. Accessed October 31, 2015.
Deborah Hill
1 posts
Re:Module 8 DQ 1
Consider the models of Piaget, Erickson, and others regarding
the stages of cognitive developmental. Do these models suggest
a correlation between cognitive development and learning
development throughout the human lifespan? Why or why not?
Learning and development appears to be intermingled processes
which takes place through the course of a life span. Progress
whether mental or physical, demonstrates a significant factor
for increased knowledge, skills, and abilities combined with
individual experiences. The psychosocial protocol of Erickson's
stages of human development suggests that both mental and
physical parameters produce maturation as displayed through

4. human actions across advances in life from birth to death (
Nevid, 2013).
For example, cognitive progresses are identified from birth
where the oral stage shows recognition between trust vs.
mistrust. A child will remember the difference between a loving
parent to who cares for him or her and wants to be held, but
cries when a stranger tires to pick the child up. Each stage from
birth presents how internal constructs which appear from
external functioning, such as seen from the onset of the oral
stage- in muscular strength, locomotor, Adolescence, young
adult and middle adult, maturity shows how dependent learning
is shaped by development (Nevid, 2013).
Jean Paiget's theory outlines the processes of development such
that expectaions are suggested in an observable context from
internal to cognitive maturity. However, Piaget provides a
hierarchial approach limited from birth to 12 years of age. His
concepts begin with the emphasis of sensory and motor sense
organs such as sight take and touch provides a source for
memory and learning, continued by set quantified ranges from
birth to 2; Pre-operational -(2-7) language and word acquistion,
(7-11) Concrete operational functions - logical thinking
manifest concerning objects and events, (11 and above) Formal
operations - presents logical thinking concerning abstract and
hypothetical problems (Goldstein, 2011).
Piaget's approach relates to the school of cognitive theory
known as "cognitive constructivism" other scholars, known as
"social constructivists", such as Vygotsky and Bruner, have
emphasized more on the part played by language and other
people in enabling children to learn.
According to the correlations between advances in cognition
and the physical activities, it appears that performance does not
improve unless cognitive development takes place regardless to
age. The issue of age restricted progress, I beleive should be
approached with caution due to differences in maturation as
well as environment. While one child may be able to walk by 12
months another child might began at 16 months. Does this mean

5. that there is dsyfunction with the child or is there a maturation
function which pertains to other factors? pershaps social
interaction, lack of environmental nurturing?
References:
Goldstein, B.E. (2011). Cognitive psychology: Connection
mind, research and everyday experience (3rd ed.). Belmont, CA:
Wadsworth. ISBN-13:9780495095576.
Nevid, S. J. (2013). Psychology: Concepts and applications
(4th ed.). Mason, OH: Cengage Learning: ISBN-13: 978-1-
285922-16-4
UNIT 1- ANSWERSUNIT 1: TEXTBOOK PROBLEMSStanley
Thompson17-Jan-16CHAPTER 2: PROBLEM 1Current
Assets$7,300Net Fixed Assets$26,200Current
Liabilities$5,700Long-Term Debt$12,900Shareholder Equity
=$14,900Equity= Assets - LiabilityNet Working Capital
=$1,600WC = CA - CLCHAPTER 2: PROBLEM 2Income
StatementSales$675,300Costs$297,800Depreciation
Expense$45,100EBIT$332,400Interest
Expense$20,700EBT$311,700Taxes @ 35%$109,095Net Income
=$202,605Cash Dividends$62,000Addition to Retained Earnings
=$140,605Tax Rate =35%CHAPTER 2: PROBLEM 4Taxable
Income$315,000Table 2.3Taxable IncomeTaxable Income
(cont)Tax RateWorking Income Tax050,00015%Income
bandRateTax50,00175,00025%50,00015%7,50075,001100,0003
4%25,00025%6,250100,001335,00039%25,00034%8,500335,00
110,000,00034%215,00039%83,85010,000,00115,000,00035%In
come
Tax106,10015,000,00118,333,33338%18,333,334+35%Income
Taxes =$106,100Average Tax Rate =33.68%Marginal Tax Rate
=39%(Note: No formula needed. Just input the correct rate from
the Tax Rate column)CHAPTER 2: PROBLEM
5Sales$29,200Costs$10,400Depreciation

6. Expense$1,800EBIT$17,000Interest
Expense$1,050EBT$15,950Taxes @ 40%$6,380Net
Income$9,570Tax Rate40%Operating Cash Flow =$12,420OCF
= EBIT + Depreciation – TaxesCHAPTER 3: PROBLEM
2PercentageIn
DollarsDebtEquityAssetsDebtEquityAssetsDebt/Equity
Ratio0.6565%100%165%$552,500$850,000$1,402,500Return on
Assets9.80%Net Income / Total AssetsTotal
Equity$850,000Equity Multiplier =1.65Assets / EquityReturn on
Equity =16.17%Net Income / EquityNet Income
=137,445.00Return on assets * Total AssetsCHAPTER 3:
PROBLEM 6ROE16%Payout Ratio25%Retention
Ratio75.00%(Note: You must calculate the retention ratio first
then the sustainable growth rate)Sustainable Growth Rate
=12.00%ROE x (1 - dividend-payout ratio)
UNIT 2- ANSWERSUNIT 2: TEXTBOOK PROBLEMSName:
Stanley ThompsonMBA 601624-Jan-16CHAPTER 4: PROBLEM
2 (a thru c)A.B.C.Present Value3,2003,2003,200Interest
Rate6%8%6%Number of Years101020Future Value
=$5,731$6,909$10,263Future value = Present Value x (1+r)^Nr
= Interest Rate and N = number of yearsCHAPTER 4:
PROBLEM 3A.B.C.D.Future Value
=15,45151,557886,073550,164Interest
Rate7%9%14%16%Number of Years1281924Present Value
=$6,860$25,875$73,498$15,614Present Value = Future value /
(1+r)^Nr = Interest Rate and N = number of yearsCHAPTER 4:
PROBLEM 4A.B.C.D.Present Value
=21743241,00054,382Future
Value307896162,181483,500Number of Years3101326Interest
Rate12.26%7.57%11.16%8.77%r= ((FV/PV)^1/N ) -1CHAPTER
4: PROBLEM 5A.B.C.D.Present Value
=62581018,40021,500Future
Value1,2844,341402,662173,439Interest
Rate9%11%7%10%Number of Years (or
Periods)8.3516.0945.6121.91N = ln (FV/PV) / ln
(1+r)CHAPTER 4: PROBLEM 11Discount Rate5%13%18%Year

7. 1:$960$960$960Year 2:$840$840$840Year
3:$1,935$1,935$1,935Year 4:$1,350$1,350$1,350Present Value
@ 5%, 13%, and 18% =$4,458$3,676$3,291(Note: Use the
built-in NPV formula in Excel)CHAPTER 5: PROBLEM
2A.Settlement04/30/2007(Think of Settlement as the beginning
of the duration of the bond)Maturity06/26/2012(Think of
Maturity as the end of the duration of the
bond)Rate10%(Coupon Rate)YTM5%(Yield to Maturity or
Required Rate of Return)Redemption100(Bonds Face Value, Par
Value, or Fair Price; Note that is $100, not $1,000. You make
the adjustments by multiplying the answer by
10)Frequency2(Coupon payments are semiannual, so you put in
a 2. If they are annual, then you input a 1)Basis(Always leave it
blank)Bond Price122.46(The answer. But you need to multiply
it by 10 to get the actual bond price)Multiply by
101224.65(Microsoft gives the bond price in 2 digits. You need
to multiply it by 10 to get the actual bond price)CHAPTER 5:
PROBLEM 3Settlement12/30/09(Think of Settlement as the
beginning of the duration of the bond)Maturity1/1/15(Think of
Maturity as the end of the duration of the bond)Rate9%(Coupon
Rate)Pr$100(The bonds price per $100 face
value)Redemption$100(Bonds Face Value, Par Value, or Fair
Price; Note that is $100, not $1,000)Frequency1(Coupon
payments are semiannual, so you put in a 2. If they are annual,
then you input a 1)Basis:(Always leave it
blank)YTM9.00%CHAPTER 6: PROBLEM 2Dividend
Payment$1.99Dividend Growth Rate4.50%Required return =(
Do*(1+g)/P0 ) + gZYX Stock Price$31Required Return
=11.21%CHAPTER 6: PROBLEM 4Dividend$2.65P= D1/r-
gDividend increase per year4.75%Required Return (Return on
Investment)11%Stock Price =$42.40
UNIT 3- ANSWERSUNIT 3: TEXTBOOK
PROBLEMSCHAPTER 7: PROBLEM 1bProject AProject
BDiscount Rate15%15%Year 0($14,500)($9,800)Year
1$8,500$4,700Year 2$6,800$4,200Year 3$2,800$4,100NPV
=($125.87)$158.58(Note: You will choose the project that has

8. the highest NPV since it creates the most wealth)Project B will
be selected since it has a higher NPV.CHAPTER 7: PROBLEM
2YearA.B.C.0$3,200$4,600$7,9001$825$825$8251$825$8252$
825$825$8252$825$1,6503$825$825$8253$825$2,47510.54545
454554$825$825$8254$825$3,300$8255$825$825$8255$825$4
,1257.63636363646$825$825$8256$825$4,9507$825$825$8257
$825$5,7758$825$825$8258$825$6,600Payback Period
=0.000.000.003yrs 10month5yrs 7 monthsIt wont pay
backCHAPTER 7: PROBLEM 8YearProject AProject
B0($5,200)($3,600)11,8001,30023,2002,10032,2001,800IRR
=17.57%19.72%CHAPTER 7: PROBLEM 9Discount
Rate15%Year0 (Initial
Cost)($185,000)$185,000162,000262,000362,000462,000562,00
0662,000762,000First find the NPV$257,946(Use the built-in
NPV formula in Excel but exclude using the Year 0 cash
outflow)Now calculate the Profitability Index1.39(Use the
positive amount of the initial cost in cell C44 in the formula.
You would only accept the project if the Profitability Index is
above 1)The project will be acceptedNPV is
positive$72,946CHAPTER 8: PROBLEM 1Cost of Souffle
Maker$27,000($27,000)Economic Life6years# of Souffles
produced per year2,300Cost to make each Souffle$2Price of
each Souffle$7Discount Rate14%Tax Rate34%Step 1: First
calculate the Operating Cash Flow$9,120Step 2: Place the
answer you get for your Operating Cash Flow in the year 1 thru
year 6 cells belowYear 1$9,120Year 2$9,120Year 3$9,120Year
4$9,120Year 5$9,120Year 6$9,120Step 3: Now find the NPV.
Be sure to include the initial cost by using cell C58 as it is
negativeNPV =$8,465(You will accept the project if the NPV is
positive)The project will be accepted since the NPV is positive.
UNIT 4- ANSWERSUNIT 4: TEXTBOOK
PROBLEMSCHAPTER 10: PROBLEM 1Beginning Stock
Price$73Ending Stock Price$82Dividend$1.20Percentage Total
Return =0.00%CHAPTER 10: PROBLEM 12Stock Return the
past 5 years-18.35%14.72%28.47%6.48%16.81%Holding Period
Return for the Stock =0.00%(Note: Subtract your answer by 1 to

9. obtain the correct percentage answer)CHAPTER 10: PROBLEM
14Price of Preferred Stock Last Year$94.83Current Price of
Preferred Stock$96.20Preferred Stock Dividend4.20%Face
Value of Preferred Stock$100Total Return =0.00%CHAPTER
10: PROBLEM 15Stock Price 3 Months Ago$41.75Current
Stock Price$44.07First calculate the total return for the 3
months0.00%Then calculate the APR by multiplying the answer
in cell B35 by 40.00%EAR (Effective Annual Rate)
=0.00%CHAPTER 11: PROBLEM 2Stock A$3,900Stock
B$5,700Total Value of the Portfolio$9,600Expected Return on
Stock A9.50%Expected Return on Stock B15.20%Expected
Return on the Portfolio =0.00%CHAPTER 11: PROBLEM
12Beta0.85Expected Return on the Market11.50%Risk-Free
Rate3.40%Expected Return on the Stock =0.00%CHAPTER 12:
PROBLEM 1Beta1.21Risk-Free Rate3.50%Expected Return on
the Market11%Cost of Equity =0.00%CHAPTER 12: PROBLEM
5Common Stock weight70%Debt weight30%Cost of
Equity13%Cost of Debt6%Tax Rate35%WACC =0.00%
UNIT 5- ANSWERSUNIT 5: TEXTBOOK
PROBLEMSCHAPTER 16: PROBLEM
1Dividend$6.30Dividend Tax25%Stock Price$83Step 1:
Calculate the After-Tax Dividend$4.73Step 2: Ex-Dividend
Price =$76.70CHAPTER 16: PROBLEM 4 (a thru d)# of shares
of stock outstanding270,000Stock
Price$73A.$0.0053B.$0.0011.15C.$0.0011.425D.$0.0047CHAP
TER 16: PROBLEM 7Stock Dividend25%# of shares of stock
outstanding25,000Market Value Balance
Sheet:Cash$145,000Fixed
Assets$598,000Total$743,000Debt$127,000Equity$616,000Tota
l$743,000Find the market price of stock by using the equity and
# of shares outstanding$24.64New shares outstanding
=31,250New Stock price =$19.71CHAPTER 16: PROBLEM
16aDividend$2.05Payout Ratio40%Earnings Per
Share$6.20Adjustment Rate0.3Dividend 1 year from now
=$2.18
UNIT 6- ANSWERSUNIT 6: TEXTBOOK

10. PROBLEMSCHAPTER 18: PROBLEM 2Net
Worth$13,205Long-term Debt$8,200Net Working Capital
(Excluding Cash)$3,205Fixed Assets$17,380Current
Liabilities$1,630Cash =$820Net Working Capital (Including
Cash) =$4,025Current Assets =$5,655CHAPTER 19: PROBLEM
1 (a thru d)# of shares outstanding490,000Current Stock
Price$75# of new shares outstanding in the future (rights
offering)80,000Price of New Stock (or rights)$71A. New
Market Value of the Company =$42,430,000B. # of Rights
Needed =$6.13rights per new shareC. Ex-Rights Price
=$74.44D. Value of the Right =$0.56CHAPTER 20: PROBLEM
4aSpot exchange rate for the Canadian Dollar$1.046 month
forward rate$1.06U.S. Dollar$1.00One Canadian Dollar is
worth$0.9811(If amount is below 1, then the U.S. Dollar is
worth more and vice versa)CHAPTER 20: PROBLEM
5aJapanese Yen Exchange Rate=89=$1British Pound Exchange
Rate=1=$1.62Cross Rate in terms of Yen per Pound =$144.18