Topic Sample Clauses

Topic. The seminar leader reads out the learning objectives once again. They briefly summarizes the individual steps of the learning unit and thus creates a connection between content and learning objectives. The seminar leader then bids the participants farewell.

Topic. Working title/topic/subject of the doctoral thesis: □ The topic was described in an exposé dated . The exposé is appended to this Agreement (Appendix 1). □ The topic will be set by (date) in an exposé not exceeding pages in length. The exposé will then be appended to this Agreement (Appendix 1). □ An exposé is not required. The supervisors will comment on the exposé and provide recommendations on how to proceed. In particular, they will comment on the doctoral student’s subject expertise for the proposed topic/subject and may recommend further qualification measures (see section 6). Non-negligible changes to the topic/subject may only be made by mutual agreement.

Topic. In small groups, the participants present their strengths to each other. They talk about how they experience their own strengths. Afterwards, they try to find a suitable strength for the other participants in their small group and think about when they were able to observe it (concrete examples). The testing group realized that finding strengths for other participants is quite tricky. In such a situation, their attention can be drawn to things that they noticed in other people within this session. In some locations, this exercise took quite long. In such a situation it might be helpful to limit the exercise to finding only one strength per person. The exercise should be made more concrete by finding examples. In one of the locations the testing group found it very easy to describe ones own strenghts. But they found it a lot more difficult to deal with imagining how others might see them: “What strenghts do others see in you?” Circle of chairs, ca. 10 minutes In the plenary, the participants talk about their experiences exploring their own strengths Back in the circle, the seminar leader asks how the participants felt about the topic and the exercises. The following guiding questions can be used, as needed: How did you feel about finding strengths for yourself? How did you feel about finding strengths for your group members? How did you feel about hearing your strengths from others? What do you think about the topic of strengths? What do you feel when you think about strengths?

Topic. The seminar leader gives a short introduction to the concept of VIA character strengths. Participants are asked to explain each strength in their own words and to find concrete examples of each strength. Have they experienced the strength in themselves? Have they been able to observe the strength in others? Additional question: If participants find it easy to explain the strengths and find examples, the following additional questions can be discussed in the plenary: How does the strength show up in underuse (too little)? How does the strength show up in overuse (too much)? Example of the character strength humor: very serious humor very goofy too little exactly right too much It is important to note that this step is is about strengths in general, not about the personal ones! The test group found that it is helpful to ask the participants “do you know a person who is really…?” to kick-start their imagination. It was noted that the character strengths need to be printed in a very big manner, so that everyone can see them. It would also be helpful to print the strengths on several papers and hand them out to the students. The different testing groups countries translated the material in their respective languages. It was noted that the translations weren’t always easy to understand for the participants of the testing group. Therefore it is important to have the material translated professionally and with easy language in mind. Additionally, the importance of highlighting the differences between the strengths was pointed out.

Topic. Is your class/event eligible for CEU credit (Yes/No): If so what type?

Topic. The seminar leader reads the following statements out loud. Each statement should be written or printed on a single moderation card or on a piece of paper. If I try hard, I can achieve anything Mistakes are a part of life. I can’t do it YET, but I will soon. I’m not going to give up. I’ll just give this a try. It looks difficult. I’m afraid of making mistakes. I can’t pass the exam anyway. It’s too hard for me. I’m just not that smart.

Topic. The seminar leader gives a short input on the topic of professional fulfilment of purpose. The content can be expanded, depending on the target group. Key messages: In principle, every job is meaningful. One does something with the head or the body to achive a certain goal. The postwoman hands out letters. When everyone receives their letters, she has achieved her goal. Then her work was meaningful. The cafeteria worker puts food on plates. If everyone gets their meals, he has achieved his goal. Then his work was meaningful. The author writes a book. If other people read her book, she has achieved her goal. Then her work was meaningful. But there are also people who do not feel that their work is meaningful. These people experience their work as annoying. These people experience their work as frustrating. Work makes those people sick. Xxxxxxx Xxxxxxx is a scientist. She researches and teaches on the topic of meaning in life in Germany and Norway. Xxxxxxx Xxxxxxx wants to understand: When do people find their work meaningful? She says that there are four criteria. These criteria describe whether a person experiences their job as meaningful.

Topic. The seminar leader asks the participants what things were difficult for them in the past that became much easier with practice. This could be things like riding the bus alone, writing, or swimming.

Topic. The participants all receive a strengths work card. They take enough time to consider what their strongest strengths are, the so-called top strengths. Our top strengths are the qualities and characteristics that distinguish us and make us who we are. If participants find it very difficult to decide on 2-3 strengths, these questions may help: What strength has helped you build important relationships? What strength has helped you achieve goals? Through which strength do you experience moments of happiness or satisfaction? The participants of the testing group found the cards very interactive and exciting. They noted how much fun it was using them. It was noted that the explanations on the cards should be translated into easy language. Some participants of the testing group mentioned strengths that weren’t on the cards. In this case it would be useful to draw them back to the VIA character strengths and see under which of the categories they could fall.

Topic. After welcoming the participants, the seminar leader asks the group to briefly reflect on the following question: “What did I do today that seemed meaningful to me?“ The seminar leader allows a short exchange between the participants and their neighbours. Alternatively, the seminar leader lets a few participants have their say. This is followed by a short overview of the contents and goals of the learning unit “WHY become an educational specialist?”