Relevant bibliographies by topics / I Want to Tell You

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'I Want to Tell You'

Author: Grafiati
Published: 4 June 2021
Last updated: 21 February 2023

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Journal articles on the topic "I Want to Tell You"

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Onderco, Michal. "“Tell Me What You Want”." East European Politics and Societies: and Cultures 28, no. 1 (April 28, 2013): 63–83. http://dx.doi.org/10.1177/0888325413484757.

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Svinicki, Marilla. "Just Tell Us What You Want." To Improve the Academy 11, no. 1 (June 1992): 271–74. http://dx.doi.org/10.1002/j.2334-4822.1992.tb00224.x.

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Warner, Lesley. "I want to tell you a story…" Mental Health Practice 17, no. 9 (June 9, 2014): 11. http://dx.doi.org/10.7748/mhp.17.9.11.s13.

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Marwick, C. "Physicians tell Washington 'you want our help'." JAMA: The Journal of the American Medical Association 269, no. 15 (April 21, 1993): 1920. http://dx.doi.org/10.1001/jama.269.15.1920.

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Marwick, Charles. "Physicians Tell Washington 'You Want Our Help'." JAMA: The Journal of the American Medical Association 269, no. 15 (April 21, 1993): 1920. http://dx.doi.org/10.1001/jama.1993.03500150024006.

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Hardison, Preston. "Commentary: Traditional Knowledge Studies and the Indigenous Trust." Practicing Anthropology 27, no. 1 (January 1, 2005): 42–45. http://dx.doi.org/10.17730/praa.27.1.3227226j60352721.

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Wright, Davene R. "Distinguishing Wants vs Preferences for End-of-Life Care: Can You Tell Me What You Want, What You Really, Really Want?" JAMA Network Open 3, no. 8 (August 24, 2020): e2010907. http://dx.doi.org/10.1001/jamanetworkopen.2020.10907.

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Burkman, J. Bradford. "Sound Off! Colleges, Tell Us What You Want." Mathematics Teacher 105, no. 6 (February 2012): 409. http://dx.doi.org/10.5951/mathteacher.105.6.0409.

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Dale, Sylvie. "Tell us what you want from SEG Online." Leading Edge 27, no. 6 (June 2008): 728–29. http://dx.doi.org/10.1190/tle27060728.1.

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Itzchakov, Guy, Dotan R. Castro, and Avraham N. Kluger. "If You Want People to Listen to You, Tell a Story." International Journal of Listening 30, no. 3 (July 13, 2015): 120–33. http://dx.doi.org/10.1080/10904018.2015.1037445.

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Dissertations / Theses on the topic "I Want to Tell You"

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Conrad, Elaine. ""I WANT TO TELL YOU MY STORY": THE POTENTIAL OF NARRATIVE TO BRIDGE CULTURAL DIVIDE." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1611.

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AN ABSTRACT OF THE DISSERTATION OF Elaine Conrad, for the Doctor of Philosophy degree in Communication Studies, presented on September 21, 2018, at Southern Illinois University Carbondale. TITLE: “I WANT TO TELL YOU MY STORY”: THE POTENTIAL OF NARRATIVE TO BRIDGE CULTURAL DIVIDE MAJOR PROFESSOR: Dr. Nilanjana Bardhan In this dissertation, I examine a strange kind of divide or disconnect that occurs between international students and U.S.-American students. While international students studying in the United States are often strongly interested in forming connections within their newly adopted country and are anxious to get to know and make new friends with U.S.-American students as well as with other community members, it is not always reciprocated by their U.S.-American counterparts. According to data collected in a survey at Midwestern University, frequently U.S.-Americans lack the same motivation for forming connections, find conversing with international students “awkward” at best, threatening or frightening at worst, and view international students as “very foreign,” “strange,” and “too different from me.” Some are fearful of even beginning a conversation, afraid that they will say or do the wrong or politically incorrect thing. Or they may purposely distance themselves from anyone they perceive as different from themselves, preferring that those they view as different stay “someplace else” as far away as possible. My principal concern and overall question in this dissertation is how to begin to bridge these gaps between U.S.-American students and international students so the divide does not become even greater when they leave the protected environment of a college campus and venture out in the world. Perhaps a good starting point to begin to build bridges toward such understanding is through narrative and the stories that international students tell. Stories connect people. They ii draw us in and engage us. It seems only natural to turn in the direction of narratives about the challenges international students experience while negotiating their newly adopted culture in the United States as that potential connecting point, and to begin with audiences of primarily U.S.-American students and community members. In this qualitative study, I was a participant observer in the U.S.-American audiences for the presentations delivered by international students who volunteered to tell their personal stories about the challenges that they have faced. The topic and the exact nature of the challenges they experienced was left open regarding what information and what stories they chose to share with their audiences. I followed up each presentation by conducting qualitative interviews with the 6 female international students involved. In addition, I conducted interviews with 10 audience members who participated and volunteered to be interviewed. My interest was in learning what the U.S.-American students and community members heard when listening to the narratives, stories about how these international students have constructed and negotiated their identities in relation to their “Other” (in this case those of us who are U.S. American). Did U.S.-Americans pick up the same messages that the story-tellers believed that they were delivering? What questions were the audience members motivated to ask? What did they learn from listening to the storytellers’ stories? Did they gain any new insights? Were there commonalities between the different audience members who volunteered to be interviewed? And did they hear common messages? Regarding the students telling their stories, I was interested in discovering what they chose to discuss as well as how much they chose to disclose, and if they gained any insights from the process of telling their stories or from questions that the audience members asked or did not ask. What were their observations about the audience and the audience reactions? How did they iii feel when they were telling their stories? Did the process of telling their stories impact their own identities? There were similar themes that both the storytellers and their audience members discussed during their interviews; however, the subthemes differed. The primary themes that the storytellers believed that they focused on were: cultural issues and differences, religious perceptions, and to a lesser degree, language and communication. While these primary themes were consistent across the storyteller narratives, how strongly they were emphasized and what subthemes were discussed differed from storyteller to storyteller. Among the audience members, the themes heard and discussed were similar to those of the storytellers; however, when the U.S.-Americans discussed cultural differences, they emphasized similarities as opposed to differences, and focused more on communication and language challenges. Religious perceptions were viewed through a western, mostly Christian lens. Subthemes mentioned by U.S.-Americans were bullying, gender, and stereotypes. When I began this dissertation, many of us in the United States were celebrating our first Black president and I, along with many others, hoped that U.S.-Americans would begin to feel more comfortable with diversity in that new and historic reality. However, the political environment has changed once again. Unfortunately, many U.S.-Americans appear to feel even more threatened by diversity, viewing those who are “different” from themselves with ever increasing amounts of anxiety, fear, xenophobia and anger, which are fueled by almost daily news reports. In the current environment, narrative has become even more important as a way to connect and begin to better understand each other, with the potential of bridging cultural divide.
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Williams, Marise. "Reading O.J. Simpson: Everyday Rhetoric as Gift and Commodity in I Want to Tell You." Thesis, The University of Sydney, 2004. http://hdl.handle.net/2123/713.

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The Bronco Chase and arrest of O.J. Simpson for the murder of his ex-wife, Nicole Brown Simpson and her friend, Ronald Goldman, and his subsequent criminal trial became one of the most captivating, mass-mediated events of the last decade of the twentieth century. Simpson's iconic celebrity status and his race as an African-American inflamed the notoriety of the crime. An insatiable spectatorial desire for Simpson and narratives concerning his alleged involvement in the Brentwood murders engulfed the American public and American culture for thirty-two months. An excessive scrutiny of his identity by the media, law and order professionals and the populace generated a racially charged discursive cacophony. The memoir Simpson published during his remand to raise funds for his defense expenses, I Want to Tell You: My Response to Your Letters, Your Messages, Your Questions, allows for a productive critical study of everyday rhetoric and the commodity fetishism of celebrity. Released in late January 1995, during the first week of the prosecution's opening statements in the criminal trial, I Want to Tell You was Simpson's first public comment following the nationally televised reading of his suicide note and his spectacular arrest on June 17, 1994. The intercalation of Simpson's narrative utterance with 108 of the more than three hundred thousand letters he received from June to December 1994 as Los Angeles County Jail inmate 4013970 is a practical manifestation of the use value and exchange value of fame. The reciprocity of the epistolic, the phatic demands of address, the etiquette of fan mail and hate mail, the gift of the written text, vulnerable and resonant, reveal an adherence to the symbiotic dynamic of the celebrity-fan, writer-reader, dyadic relation and its currency. Plying his trade as idol of consumption, as spectacle, as genre, Simpson capitalised on the cultural condition of his name and his face as objects of desire. The racialised flesh of Simpson's African-American male body became a site and a sight for narrative and inscription within a pay-per-view marketplace of reification, prosopopoeia, gazeability and criminality.
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Williams, Marise. "Reading O.J. Simpson everyday rhetoric as gift and commodity in I want to tell you /." University of Sydney. SEAFAM, 2004. http://hdl.handle.net/2123/713.

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The Bronco Chase and arrest of O.J. Simpson for the murder of his ex-wife, Nicole Brown Simpson and her friend, Ronald Goldman, and his subsequent criminal trial became one of the most captivating, mass-mediated events of the last decade of the twentieth century. Simpson's iconic celebrity status and his race as an African-American inflamed the notoriety of the crime. An insatiable spectatorial desire for Simpson and narratives concerning his alleged involvement in the Brentwood murders engulfed the American public and American culture for thirty-two months. An excessive scrutiny of his identity by the media, law and order professionals and the populace generated a racially charged discursive cacophony. The memoir Simpson published during his remand to raise funds for his defense expenses, I Want to Tell You: My Response to Your Letters, Your Messages, Your Questions, allows for a productive critical study of everyday rhetoric and the commodity fetishism of celebrity. Released in late January 1995, during the first week of the prosecution�s opening statements in the criminal trial, I Want to Tell You was Simpson's first public comment following the nationally televised reading of his suicide note and his spectacular arrest on June 17, 1994. The intercalation of Simpson�s narrative utterance with 108 of the more than three hundred thousand letters he received from June to December 1994 as Los Angeles County Jail inmate 4013970 is a practical manifestation of the use value and exchange value of fame. The reciprocity of the epistolic, the phatic demands of address, the etiquette of fan mail and hate mail, the gift of the written text, vulnerable and resonant, reveal an adherence to the symbiotic dynamic of the celebrity-fan, writer-reader, dyadic relation and its currency. Plying his trade as idol of consumption, as spectacle, as genre, Simpson capitalised on the cultural condition of his name and his face as objects of desire. The racialised flesh of Simpson's African-American male body became a site and a sight for narrative and inscription within a pay-per-view marketplace of reification, prosopopoeia, gazeability and criminality.
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Johanna, Viberg. "A story you want to tell : Om skolan som konflikt i The Catcher in the Rye." Thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-281908.

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Paulsen, Jody. "What you want, Whenever you want it." Master's thesis, University of Cape Town, 2014. http://hdl.handle.net/11427/6859.

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Nothing in the modern consumer society is consumed with more relish as criticism of consumption. Merely to consume appears to be morally reprehensible ? one should produce, make, be creative. What You Want Whenever You Want It is a project that reflects on contemporary culture, including movements of taste, tempo and style. It embraces the rich and varied iconography of popular culture ? films, advertising, images, packaging, fashion and music. By seeking, absorbing and emulating the content of these cultural iconography and collaging them together, i have developed my own idiosyncratic view on consumerism, specifically in relation to Western popular culture. According to Boris Groys, the act of shopping may often be misconstrued as a frivolous or meaningless activity. Wandering idly, touching, selecting and consuming are generally viewed as the primary urban leisure occupation of affluent Western society. Purchasing goods is an activity that does more than just satisfies one's general needs or desires. Rather, shopping is a communal and public ritual through which identity is created and altered (Hollein, M. 2002: 14). What You Want Whenever You Want It Whenever you want it is a mixed media body of artworks. The primary material is 'fuzzy' felt fabric. The felt used throughout my body of work is prepared using artificial fibres. Synthetic felt is available in a reasonably wide variety of loud and vibrant colours. The highly absorbent and dense texture of felt permits intense colour that is both bold and eye-catching. I have used the plasticity of the synthetic felt to create conceptual ties to the superficial and theatrical nature of Western contemporary culture, because this synthetic material allows me to emulate the striking and mesmerizing nature of my content. Each work in What You Want Whenever You Want It uses modes of art-making that involve collage and appropriation. The project customizes and recombines various existing elements of the commercial world. These modes of art making have enabled me to explore materiality through the juxtaposition of existing media. Collage as a fine arts medium has been significant in reflecting the social, political and cultural climate of the world throughout various movements in modern art (Waldman, D. 1992: 8). This body of work engages with collage as a medium as it allows me to re-contextualize existing fragments of media and make it into a new product on its own. In the recombination of these fragments, I aim to communicate new viewpoints on consumerism and Western popular culture. This thesis paper works to explicate my process and my artwork. It proceeds in sections titled 'The Materiality of Felt', 'Felt Suit (After Beuys)', 'On Form, (Robert Morris)', 'Experience (Mike Kelley)', 'The Impact of Collage' and notes on individual artworks. Firstly, The Materiality of Felt explains and explores the materiality of felt, focusing on its relevance to my artwork. Secondly, I discuss the artists that influence my work. Thirdly, I explore the history, impact and meaning of collage in terms of my art-making process. The fourth section focuses on individual artworks and content. Both the work and production process is described.
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Harbo, Kristoffer. "Tell me what you eat, and I will tell you where you think you are." Thesis, Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-71521.

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In the growing multiculturalism of Swedish society, we see a significant amount of citizens of various heritages experience difficulty when venturing into the Swedish labor market. These difficulties have been explained earlier by either cultural or structural factors. The cultural factors state that individuals raised outside of the traditional ―Swedish‖ culture have greater difficulty in understanding the subtle idiomatic properties of the Swedish labor market. On the other hand, the structural factors state that it is the deficiency in Swedish language and education that stand as the main obstacles in finding lucrative professions on the labor market. To determine the structural and/or cultural factors, I have performed field research in restaurants of the Norrköping district. The restaurant is a setting in which several aspects are shown to have influence over the informants‘ decision to become a restaurant owner. These aspects include the labor market, food, family relations, and networks between friends and professional associates. Why have these individuals chosen restaurants? Is it out of economic necessity, or is it a family profession they feel compelled to safeguard? In this thesis, several restaurant owners will answer questions regarding their choice of profession, their prospects on the labor market, the influence of their families, the importance of cuisine as a cultural foundation, and the discrepancies behind social and financial networks among ethnic groups in Sweden.
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Van, der Nest Megan. ""Tell me how you read and I will tell you who you are": children's literature and moral development." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1002852.

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It is a common intuition that we can learn something of moral importance from literature, and one of the ways in which we teach our children about morality is through stories. In selecting books for children to read a primary concern is often the effect that the moral content of the story will have on the morality of the child reader. In this thesis I argue in order to take advantage of the contribution that literature can make to moral development, we need to teach children to read in a particular way. As a basis for this argument I use an account of moral agency that places emphasis on the development of moral skills - the ability to critically assess moral rules and systems, and the capacity to perceive and respond to the particulars of individual situations and to choose the right course of action in each - rather than on any particular kind of moral content. In order to make the most of the contribution that literature can make to the development of these skills, we need to teach children to immerse themselves in the story, rather than focusing on literary criticism. I argue that, contrary to the standard view of literary criticism as the only form of protection against possible negative effects, an immersed reading will help to prevent the child reader from taking any moral claims made in the story out of context, and so provide some measure of protection against possible negative moral effects of the story. Finally I argue that there are certain kinds of stories - recognisable by features that contribute to a high literary quality - that will enrich the experience of an immersed reading, and will therefore make a greater contribution to moral development than others.
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Connolly, Nicole. "Drown What You Want to Salvage." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460114370.

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Ciesla, Meagan. "You don't (really) want to know." Laramie, Wyo. : University of Wyoming, 2009. http://proquest.umi.com/pqdweb?did=1939182111&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Kunz, Sabine. "Quality assessment and epistemic beliefs : If you tell me what you believe in, can I tell you what you’ll get?" Thesis, Umeå universitet, Institutionen för naturvetenskapernas och matematikens didaktik, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-138137.

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Bedömning av kvaliteten är en av de viktigaste processerna som en lärare utför varje arbetsdag för att kunna relatera elevernas prestationer mot ett kulturellt och individuellt anpassat betygssystem. Med ambitionen att främja jämställdhet och reliabilitet av bedömningar tillhandahåller Skolverket bedömningskrav och kriterier för att skilja olika grader av kvalitet (Selghed 2011). Dessa kriterier förefaller emellertid ibland otydliga och inte lämpliga för att särskilja mellan kvalitativa nivåer, särskilt på högre nivåer, vilka därför kan uppfattas som delvis överlappande. Som följd finns det mycket utrymme för tolkning av den enskilda läraren när det slutliga bedömningssystemet konstrueras (Schreiber et al., 2012, Selghed 2011). En alternativ bedömningsmetod som är rekommenderad av t.ex. Hattie (2012), är den mindre komplexa SOLO-taxonomin vilken idag används i de högre utbildnings miljöer.För att uppskatta överlappningen mellan resultat som härrör från olika bedömningsmetoder analyserar denna studie kvalitetsnivåer av en skrivuppgift av andraårs-gymnasieelever med hjälp av det läroplanbaserade betygssystemet och SOLO-taxonomin. Med hjälp av principiell komponentanalys (PCA) och korrelationsanalys kunde man dra slutsatsen att de olika bedömningsmetoderna är lämpliga för att skilja högre från lägre komplexitet eller kvalitetsnivåer. Men SOLO-taxonomin kunde inte tydligt skilja de mer sofistikerade skillnaderna mellan högre betygsnivå A och B.Dessutom undersökte denna studie om en noggrant genomförd konstruktivistisk undervisningsdesign oundvikligen resulterar i högkvalitativa skriftliga arbeten. Detta analyserades med hjälp av PCA och korrelationsanalys av relationen mellan deltagarnas kunskapssyn och bedömningsresultatet. Inom detta sammanhang kunde det dras slutsatsen att (I) en mer sofistikerad syn på naturen av kunskap och kunskap och (II) heterogeniteten hos en studentgrupp med avseende på kunskapssynen verkar vara kopplad till högre kvalitativa prestationer. Bevis för en korrelation mellan elevernas individuella kunskapssyn och de valda inlärningsmetoderna diskuteras inom ramen för en generell lämplighet av konstruktivistiska undervisningsmetoder.
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Books on the topic "I Want to Tell You"

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I want to tell you a story ... [Place of publication not identified]: Edward Gaskell, 2012.

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This is what I want to tell you. Woodbury, Minn: Flux, 2009.

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I want to tell you about my feelings. New York: William Morrow, 1995.

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Duffy-Stone, Heather. This is what I want to tell you. Woodbury, Minn: Flux, 2009.

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What I want to tell you from the heart. [Place of publication not identified]: Publish and Be Damned, 2004.

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Bearison, David J. "They never want to tell you": Children talkabout cancer. Cambridge, Mass: Harvard University Press, 1991.

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Bearison, David J. "They never want to tell you": Children talk about cancer. Cambridge, Mass: Harvard University Press, 1991.

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Wait till I tell you. London: Bloomsbury, 1997.

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Wait till I tell you. London: Bloomsbury, 2011.

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McWilliam, Candia. Wait till I tell you. London: Bloomsbury, 1997.

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Book chapters on the topic "I Want to Tell You"

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Mohan, Shantha, and Anand Deshpande. "I Want to Tell You." In Leadership Lessons with The Beatles, 95–108. New York: Productivity Press, 2022. http://dx.doi.org/10.4324/9781003267546-9.

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Forsythe, Alex, and Francesca Forsythe. "Tell me what you want, what you really, really want?" In The Psychology Student's Career Survival Guide, 67–82. Abingdon, Oxon; New York, NY: Routledge, 2021. |: Routledge, 2021. http://dx.doi.org/10.4324/9780367824372-4.

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Bäumer, Thomas, Daniel Worm, Patrick Müller, Stefan Zimmermann, Tobias Popovic, and Christian Pagel. "So Tell Me What You Want, What You Really Really Want." In Handbook of Theory and Practice of Sustainable Development in Higher Education, 63–76. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-47889-0_5.

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Babitsky, Vladimir. "I Want to Tell You About the Ones Who Overcame." In Springer Biographies, 159–60. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-30849-0_18.

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Jedlowski, Alessandro. "“Don't Tell Me You Want to Marry a White Man!”." In Routledge Handbook of African Popular Culture, 260–74. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003080855-14.

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West, Shaun, Paolo Gaiardelli, and Nicola Saccani. "Methods and Tools for Overcoming the Barriers to Servitization and Service Excellence." In Springer Texts in Business and Economics, 175–202. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-80511-1_3.

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AbstractIn this chapter we tell you about the methods and tools that have helped many people overcome the barriers to servitization and achieve service excellence. Some of these methods and tools may be new to you, and some we hope you will be familiar with. There are many other aids that are available, and we are sure you have some tools that your firm uses. Our objective was not to tell you what to use but rather to provide you with a set of equipment that can help you achieve what is important for you. The tools are listed from A to Z and categorized into different groups to help you to identify when you might want to use a particular tool. We have not provided detailed instructions on how to use each tool, as there are more than enough other books that can help you here, but rather provided a list of what we think are most useful. You will find many similar templates at https://www.mural.co/ that are easy to use and share with colleagues.
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Campos, Adán. "Querido Padre: Things I Want to Tell You and Other Thoughts." In Fathers, Fathering, and Fatherhood, 203–17. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60877-4_23.

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Dhiman, Satinder. "Be the Change You Want to See in the World: The Leadership Art of Mahatma Gandhi." In Stories to Tell Your Students, 153–54. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230370432_70.

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von Thienen, Julia, Christine Noweski, Ingo Rauth, Christoph Meinel, and Sabine Lang. "If You Want to Know Who You Are, Tell Me Where You Are: The Importance of Places." In Design Thinking Research, 53–73. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-21643-5_4.

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Stark, Gary. "I Just Want to Bang On the Cans All Day." In Stories to Tell Your Students, 112–13. New York: Palgrave Macmillan US, 2011. http://dx.doi.org/10.1057/9780230370432_51.

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Conference papers on the topic "I Want to Tell You"

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Eberhard, Lukas, Simon Walk, and Denis Helic. "Tell Me What You Want." In HT '20: 31st ACM Conference on Hypertext and Social Media. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3372923.3404818.

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Quattrone, Anthony, Elham Naghizade, Lars Kulik, and Egemen Tanin. "Tell Me What You Want and I Will Tell Others Where You Have Been." In CIKM '14: 2014 ACM Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2661829.2661866.

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Chao, Zoe. "Tell Me What You Want, What You Really, Really Want: Understanding User Perspectives with Comparative Analysis." In Library Assessment Conference—Building Effective, Sustainable, Practical Assessment. Association of Research Libraries, 2019. http://dx.doi.org/10.29242/lac.2018.70.

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Noma, Haruo, and Tsutomu Miyasato. "A New Approach for Canceling Turning Motion in the Locomotion Interface, ATLAS." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0055.

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Abstract We are concerned with communication media, especially media for daily communication. Let’s consider the case when people want to chat. For example, when we travel alone in a foreign country or when we see an impressive painting alone, we may want to enjoy the feeling with our family. We have introduced “Tel-E-Merge” as new communication system for “I wish you were here” [1]. We coined the term Tel-E-Merge to have a double meaning, Tele-Merge and Tel-Emerge, which will make it possible to merge a remotely located person, the tele-visitor, into a tele-inviter’s space through VR systems.
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Longley, I. "Lies, damned lies, and creaming curves. Why they tell you little or nothing about yet-to-find nor do they tell you what explorers want to know…" In 79th EAGE Conference and Exhibition 2017 - Workshops. Netherlands: EAGE Publications BV, 2017. http://dx.doi.org/10.3997/2214-4609.201701723.

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Mavin, Alistair. "I'll Tell You What I Want, What I Really, Really Want: An Industry Perspective on the Effective Application of Research in Projects." In 2015 IEEE/ACM 3rd International Workshop on Conducting Empirical Studies in Industry (CESI). IEEE, 2015. http://dx.doi.org/10.1109/cesi.2015.16.

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Fu, Shaoxiong, Yuting Jiang, Zhao Cai, Fei Liu, Eric Lim, and Chee-Wee Tan. "Tell Me What You Want: Exploring the Impact of Offering Option Repertoires on Service Performance in Gig Economy." In Hawaii International Conference on System Sciences. Hawaii International Conference on System Sciences, 2020. http://dx.doi.org/10.24251/hicss.2020.107.

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Börner, Dirk, Marco Kalz, and Marcus Specht. "They want to tell us." In PerDis '15: The International Symposium on Pervasive Displays. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2757710.2757729.

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El Hafyani, Hafsa, Mohammad Abboud, Jingwei Zuo, Karine Zeitouni, and Yehia Taher. "Tell Me What Air You Breath, I Tell You Where You Are." In SSTD '21: 17th International Symposium on Spatial and Temporal Databases. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3469830.3470914.

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Filatova, Elena, and John Prager. "Tell me what you do and I'll tell you what you are." In the conference. Morristown, NJ, USA: Association for Computational Linguistics, 2005. http://dx.doi.org/10.3115/1220575.1220590.

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Reports on the topic "I Want to Tell You"

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Clerkin, Cathleen. What women want—And why you want women—In the workplace. Center for Creative Leadership, July 2017. http://dx.doi.org/10.35613/ccl.2017.1073.

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McCracken, Harrold J. Unprivileged Belligerents: 'You Can't Tell the Players Without a Scorecard. Fort Belvoir, VA: Defense Technical Information Center, March 2010. http://dx.doi.org/10.21236/ada520083.

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Callan, Jamie. Getting What You Want: Accurate Document Filtering in a Terabyte World. Fort Belvoir, VA: Defense Technical Information Center, November 2002. http://dx.doi.org/10.21236/ada409665.

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Hodne, Daniel C. We Want You: It Takes a Village To Market the Army. Fort Belvoir, VA: Defense Technical Information Center, March 2013. http://dx.doi.org/10.21236/ada589335.

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Koo, Jayoung, and Hyunjoo Im. Happiness, Power, and Conspicuous Consumption: Do You Want Louis Vuitton More When You Are Happy or Unhappy? Ames: Iowa State University, Digital Repository, 2014. http://dx.doi.org/10.31274/itaa_proceedings-180814-937.

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Cumby, Robert. Forecasting Exchange Rates and Relative Prices with the Hamburger Standard: Is What You Want What You Get With McParity? Cambridge, MA: National Bureau of Economic Research, July 1996. http://dx.doi.org/10.3386/w5675.

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Ajzenman, Nicolás, Gregory Elacqua, Diana Hincapié, Analia Jaimovich, Florencia López Bóo, Diana Paredes, and Alonso Román. Do You Want to Become a Teacher?: Career Choice Motivation Using Behavioral Strategies. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003325.

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Qualified teachers are a fundamental input for any education system. Yet, many countries struggle to attract highly skilled applicants to the teaching profession. This paper presents the results of a large-scale intervention to attract high performing high-school students into the teaching profession in Chile. The intervention was a three-arm email campaign which made salient three types of motivations typically associated with the teaching profession: intrinsic/altruistic, extrinsic, and prestige-related. The objective was to identify which type of message better appealed to high performing students to nudge them to choose a teaching major. The “intrinsic” and “prestige” arms reduced applications to teaching majors among high performers, while the “extrinsic” arm increased applications among low performers. A plausible interpretation could be that the “intrinsic” and “prestige” messages made more salient an issue that could otherwise be overlooked by high performing students (typically from more advantaged households), negatively impacting their program choice: that while the social value of the teaching profession has improved, it still lags behind other professions that are valued more by their families and social circles. In turn, the “extrinsic” arm made salient the recent improvements in the economic conditions of the teaching profession in Chile, thus appealing to low performing students who in general come from disadvantaged families and for whom monetary incentives are potentially more relevant. These results emphasize the importance of having a clear picture of the inherent motivations that could influence individuals career choice. Making salient certain types of motivations to the wrong target group could lead to undesired results.
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Raymond, William M., and Jr. Uncle Sam Says, I Want You!" - The Politics of the Draft and National Service". Fort Belvoir, VA: Defense Technical Information Center, May 2005. http://dx.doi.org/10.21236/ada436143.

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Muralidharan, Arundati, Myles Elledge, Suneeta Krishnan, Miriam Hartmann, and Brent Rowe. Bring the Change You Want to See: Scripting Women and Girls into India’s Urban Sanitation Actions. RTI Press, November 2015. http://dx.doi.org/10.3768/rtipress.2015.pb.0009.1511.

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Grant, J. A. Ten things the textbooks don't tell you about processing and archiving airborne gamma-ray spectrometric data. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 1998. http://dx.doi.org/10.4095/209538.

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