Although increasing clinical instructor educational influence on students is expected, expressing expectations of greater intervention are avoided because of the difficulty of such requests.
Applicants also used their answers to express a sense of entitlement to admission of medical school (coded as "expressing expectations of reward") and to state that they were sure they were good enough to be admitted ("statements of confidence and destiny").
Here is part of a statement regarding a May Day chorus that Kim Jong Il recently enjoyed: "Kim Jong Il expressed expectation and belief that all the artistes of the merited chorus would dynamically conduct revolutionary art creative activities to inspire the servicepersons and people to fresh struggles and feats in the future, too".
KCNA said Kim expressed expectation and conviction that the scientists would make "uninterrupted advance and innovation with the same vim and vigour with which they succeeded in the H-bomb test on the principle of giving priority to self-development and thus achieve greater successes in the scientific researches for bolstering up the nuclear deterrent for self-defence".
Increasingly, 'co-design' is a key concept and approach in global change and sustainability research, in the scholarship on science policy interactions, and an expressed expectation in research programs and initiatives.
The theme of networking was both a prominently expressed expectation and outcome of participating in the SI: 22/39 respondents (56%) mentioned networking as something they expected to gain from participating in the SI and 26/39 respondents (67%) mentioned networking as an outcome.
However, a more precise way to express expectations, fears and wishes about the future is badly needed to improve interaction (i.e. looking for a system that lets users compare their future visions in real-time).
Patient often express expectations about information, for instance.
'Communication of learning goals' refers to the educator's ability to express expectations and establish and prioritize goals regarding the residents' skills, knowledge and/or attitudes resulting from a teaching interaction.
Practitioners also express expectations about specific education and information focusing on the disease and its treatments, the stake again being help in therapeutic decision-making: "We should have more information, as practitioners, to know what to do.
