Topic Sample Clauses

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. 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. The participants think about mistakes they have made in the past. They then think about what they have learned from these mistakes. Each person finds at least one mistake or situation. Together, the teams of two think about what was learned from the mistake or situation. Feel free to collect multiple examples. Gemeinsam überlegen die 2-er Teams, was aus dem Fehler oder der Situation gelernt wurde. Gerne können auch mehrere Beispiele gesammelt werden. Example: The person missed the bus and was late for a meeting. From this, the person learned that they would rather take a bus earlier. This way they still have time in reserve to miss a bus. The participants record the most important lessons learned in writing on a piece of paper. The testing groups found that this could also be done in the plenary. It was a good exercise in a bigger group as well (Germany, Spain, Belgium both did it naturally within the plenary as it felt wrong and unnecessary to interrupt the flow of the plenary group discussion).

Topic. How can everyone be included in the planning of the summer party? What is generally important for people with disabilities to achieve co-determination?

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. ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇ is a scientist. She researches and teaches on the topic of meaning in life in Germany and Norway. ▇▇▇▇▇▇▇ ▇▇▇▇▇▇▇ 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 seminar leader gives a short input on the topic of the UNCRPD and the stages of co- determination. The content can be expanded, depending on the target group. Key messages: Co-determination is important. Co-determination means: getting information, expressing one’s own opinion, making your own choices and decisions. It is important that people with disabilties have a say. They have the same rights as people without disabilities. This is written in the UN Convention on the Rights of Persons with Disabilities. The abbreviation is: UNCRPD. There are three steps of co-determination: Have a say Co- determination Info is the abbreviation of information. Info is important for co-determination. When a person gets info, then they can form an opnion. If you have information, then you can form an opinion. Then you can say your own opinion. For co-determination to succeed, everyone must speak their mind. Every opinion is important. Then you look for a solution together. You can discuss a good solution. The group can also vote on a solution. Circle of chairs, ca. 15 minutes The participants talk about their own experiences with the topic of co-determination and assign their experiences to the three levels of co-determination.

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. The participants look for the appropriate strengths cards for their top strengths from the strengths buffet. With the help of the cards, they form a ranking of strengths that suits them. It was noted that it might be necessary to explain in more detail what signature (or “top”) strengths actually are.