The approach of the stress concept discussed by the authors conceptualizes it from a relational perspective person and environment, in which characteristics of the individual as an evaluator and the stressful event are important for understanding the stress process and its possible outcome. That is, psychological stress would be the product of the relationship between the individual and the event cognitively assessed as exceeding their personal resources or threatening their well-being.
The authors defined three types of cognitive assessment: primary, secondary and response. The primary corresponds to the perception of conflict as threatening, harmful or challenging. Secondary involves judging the type of coping that will be employed to deal with stress and the consequences of using it. In this sense, Lazarus and Folkman argue that no coping strategy is necessarily good or bad, but the situation to which this strategy is related will affirm its efficiency. The reassessment consists of a new judgment modified by the new information about the stressing event, environment or individual, being mediated by the effects of coping.
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I would say C. They give loans, but they don't receive loans. They do accept deposits, transfer money, and pay interest on some accounts . So I would go with C.
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villagers depend on farmer for resources and villagers profit the farmers
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C. Tons of concrete to complete a parking garage
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Continuous Variable: The term continuous variable is defined as a variable that is responsible for taking up any random value between its maximum and minimum value. The continuous variable involves quantitative measures as it involves numbers or quantities. It is often considered as a random variable.
Example: Eye color, gender, numbers of pets, age, etc.
This suggests that the number was only briefly stored in her procedural memory.
<h3>Procedural memory</h3>
Procedural memory, also known as implicit memory, is a category of long-term memory used to carry out various tasks and abilities. It is essentially the recollection of how to carry out specific tasks. Examples of procedural memory are riding a bike, tying your shoes, and making an omelet without a recipe. Very early in infancy, as you start to learn how to walk, talk, eat, and play, procedural memories start to develop. These recollections become so deeply embedded that they nearly come naturally. These motor abilities are ones that you can accomplish without much, if any, conscious thought; you just do them.
Learn more about procedural memory here:
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