Excitement

Download ->->->-> https://blltly.com/2t2abB

Submissive and excitement urination are separate from typical housetraining issues and dogs who display these behaviors simply cannot contain themselves. However, with some patience and understanding your dog can learn to stop.

Layout table for study information Study Type : Interventional (Clinical Trial) EstimatedEnrollment : 110 participants Allocation: Randomized Intervention Model: Parallel Assignment Masking: Single (Participant) Primary Purpose: Prevention Official Title: Comparative Study on Development of Paradoxical Excitement Response During Sedation Using Dexmedetomidine or Propofol in Hazardous Alcohol Drinkers Study Start Date : December 2013 Estimated Primary Completion Date : May 31, 2019 Estimated Study Completion Date : May 31, 2019 Resource links provided by the National Library of Medicine Drug Information available for: Propofol Dexmedetomidine U.S. FDA Resources Arms and Interventions Go to Top of Page Study Description Study Design Arms and Interventions Outcome Measures Eligibility Criteria Contacts and Locations More Information Arm Intervention/treatment Experimental: alcohol drinker & dexmedetomidinedexmedetomidine, 200mcg in 50mL of normal saline 0.75mcg/Kg bolus injection in 10 minutes 0.1~1.0mcg/Kg infusion during surgery Drug: Dexmedetomidine200mcg in 50mL of normal saline 0.75mcg/Kg bolus injection in 10 minutes 0.1~1.0mcg/Kg infusionOther Name: Precedex Active Comparator: alcohol drinker & propofolPropofol (2% fresofol) 25~75mcg/kg/min continuous infusion Drug: Propofol25~75mcg/kg/min continuous infusionOther Name: Fresofol Active Comparator: Non-alcohol drinker & dexmedetomidinedexmedetomidine, 200mcg in 50mL of normal saline 0.75mcg/Kg bolus injection in 10 minutes 0.1~1.0mcg/Kg infusion during surgery Drug: Dexmedetomidine200mcg in 50mL of normal saline 0.75mcg/Kg bolus injection in 10 minutes 0.1~1.0mcg/Kg infusionOther Name: Precedex Active Comparator: Non-alcohol drinker & propofolPropofol (2% fresofol) 25~75mcg/kg/min continuous infusion Drug: Propofol25~75mcg/kg/min continuous infusionOther Name: Fresofol Outcome Measures Go to Top of Page Study Description Study Design Arms and Interventions Outcome Measures Eligibility Criteria Contacts and Locations More Information Primary Outcome Measures : Paradoxical excitement response [ Time Frame: Every 5 minutes up to 120minutes after drug infusion ]Paradoxical excitement responses (verbal/movement) 0, none : no excitement response

One of the most powerful and interesting areas of psychology deals with excitement. How can content marketers get people more excited? How can we raise their level of emotional engagement to bring about content engagement? Is there any way that we can get more comments, more shares, more likes, and more of the content marketing KPIs that we crave?

Consumer psychologists understand the powerful role of environmental cues in the way that people act and shop. The same things hold true for website design -- elements like color can have a huge impact on how people engage with your website. In fact, color is one of the easiest ways to enhance the sense of excitement.

To capitalize on this excitement response, you can use sharing icons at appropriate points throughout a conversion process. For example, Amazon prompts customers to share their purchases on social media. The reason people are likely to do so is because of the state of excitement that they experienced after making a purchase.

Although this problem can be seen in dogs of any age, these types of urination are most commonly seen in puppies and young female dogs. This could be because male puppies are somewhat more assertive or because they anatomically have a longer urethral tract. With age, many dogs grow out of this problem, perhaps either because they gradually become less excitable during greeting or because they develop greater urine control with sexual maturity. Treatment should focus on reducing the pet's excitement and arousal, reducing the fear and anxiety, and training for calm and relaxed greeting behavior.

Mentoring, the central emerging theme, was characterized by modeling excitement for athletic training, accurate representation of professional practice, strong preceptor/ATS communication, and providing ATS with hands-on experience. Teaching and learning was identified as a positive attribute associated with being a preceptor. Preceptors indicated that their excitement for athletic training often stemmed from a desire to help others and the dynamic nature of the field.

Preceptors mentor ATS by displaying excitement for their profession and providing them with realistic learning experiences that are aimed at accurately representing the profession. The dynamic nature of athletic training appears to be an attractor to the profession, but it is a responsibility of the preceptor to help ATS develop an appreciation for that dynamic nature if they are to persist to graduation and eventual professional practice.

Athletic training educators are continuing to investigate the most effective methods for retaining ATS and preparing successful ATs.1,12 Athletic training students indicate that they value a realistic and authentic clinical education experience, as facilitated by their preceptors through direct mentorship.13 Preceptors appear to be in the best position to influence ATS's perceptions of the field of athletic training. Therefore, there is a need to investigate the ways in which preceptors represent professional practice for their ATS and foster the development of professional commitments. Also of interest are the methods that are used by preceptors to enhance ATS excitement for practice in the field of athletic training. Therefore, the purpose of our exploratory study was to investigate the methods used by preceptors to facilitate the development of excitement and professional commitment to athletic training among ATS. Also of interest were the modeling behaviors of preceptors, with special attention to their representation of the positive aspects of working in the field of athletic training.

Mentoring emerged as the central theme as preceptors discussed using various strategies to model appropriate professional behaviors in order to help ATS to develop an appreciation for the athletic training profession. The mentoring process was characterized by preceptors displaying excitement for the field of athletic training, providing ATS with an accurate representation of professional practice, actively communicating with ATS, and providing them with hands-on learning experiences. Preceptors also spoke positively about the teaching and learning relationship that they shared with their ATS, also known as reciprocal learning.17,18 Each of the supporting themes related to mentoring are discussed in detail, and supporting quotes from participant interviews are presented as well.

Preceptors often discussed their excitement for the field of athletic training and indicated that they often modeled this excitement through actions and conversations with their ATS. Excitement often stemmed initially from a love for helping others. For example, when asked about his role as an AT, Shane said the following:

Preceptors often remarked about enjoying their jobs because of a desire to help others. They were eager to discuss this enjoyment with their students, which facilitated their displayed excitement for the field of athletic training.

Clinically, AT is just a very exciting field to be a part of as we are changing and evolving. Our knowledge base is expanding and we are producing new research and learning new techniques. It's nice to be able to keep our students up to date and excited about what is coming out in the research and what is expected of them. It's a great field and we want them to carry on that excitement to learn. It's awesome to be able to work with athletes and see them from initial injury to the time of return to play and be there every step of the way. That's the aspect of our field that no other profession gets.

Preceptors have been identified as highly influential to the socialization process of undergraduate ATS.9,19 The mentorship provided by the preceptor has been shown to facilitate retention in the workforce11 and readiness to assume the role of the AT.20 Previous research19 has indicated that preceptors aid in the legitimation of ATS, which is an important factor in their initial socialization into their future roles. Athletic training students have identified that interactions with preceptors who display excitement for their roles as health care providers provide them with additional validation of the dynamic and exciting nature of the athletic training field.13 The results of our study concerning specific behaviors of preceptors link very well to the student perspective that has been researched previously.13 Athletic training students who are affirmed and excited about their roles as professionals stand to develop strong professional commitments.21

The purpose of our study was to investigate the methods used by preceptors to facilitate the development of excitement and professional commitment to athletic training among ATS. The preceptors in our study fostered excitement for the profession through a number of mentoring and modeling strategies. The strategies, in particular, provide a theory for enhancing student excitement that has numerous implications for student integration, student retention, professional socialization, and eventual professional persistence. Displaying enthusiasm, communicating effectively with students, and creating a learning environment that is highlighted by real-time experiences and an exchange of knowledge are thought to facilitate the development of professional commitments among ATS.

Preceptors overwhelmingly expressed their excitement for the athletic training field. This passion stemmed from a strong desire to help others. This result is consistent with the results of Malasarn et al,22 who indicated that expert ATs at the NCAA Division 1 level felt a strong responsibility to their patients and highlighted the importance of caring for them. By nature, it would appear that preceptors are caring individuals who feel a great responsibility to those who they either care for or are charged with mentoring. The socializing influence of preceptors could therefore extend beyond that of simply helping ATS to learn distinct skills, management strategies, and treatment interventions. Preceptors appear to be positioned to teach their ATS how to essentially care for others in the role of an instructor and/or health care provider. Therefore, it seems imperative that preceptors are able to model this type of caring behavior for their ATS. 2b1af7f3a8