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Appendix H –Translated Consent Form Kaveinga ‘o e fekumi: Ko hono ohi ‘o e kau taki faka-sevanití ‘i he ako fakalotu‘a e ngaahi siasí. Ko e fekumí ni óku fakatefito ia ki he va‘a Potungaue Ako ‘a e Siasi ‘o Sisu Kalaisi mo e Kau Ma‘oni‘oni ‘o e Ngaahi ‘Aho ki Mui ni ‘i Aotearoa, Nu‘usila. Faiako Pule ki he Fekumi: Dr. Linitā Manu’atu Tokotaha Fakalotolo: Lesley Cyril • Kuo u lau ‘a e tohi fakahinohino ki he fekumí pea kuo mahino kiate au á e ngaahi fakamatalá. • Kuo tuku mai ha faingamālie ke fai ai ha ngaahi fehu’ pea kuo u fiemālie ki he ngaahi tali. • ‘Oku mahino kiate au ko ‘eku ngaahi fakamatala ‘e hiki tepi ‘a pea toki tohi ia ke ngaue’aki ‘i he Fekumí. • I understand that I may withdraw myself or any information that I have provided for this project at any time prior to completion of data collection, without being disadvantaged in any way. • ‘Oku mahino kiate au é íkai ke kau kovi haáku nofo mei he Fekumi pe taófi ke fakakau ki ai haáku fakamatala. • ‘Oku mahino kiate au ‘okapau te u nofo mei he Fekumí ‘e faka’auha ‘a ‘eku ngaahi fakamatala kotoa pe naé tohi mo hiki tepi. • ‘Oku ou loto keu kau ki he Fekumi ko ‘ení. • ‘Oku ou fakaámu ke ma’u haáku tatau ‘o e tohi kuo faú. ‘Io О ‘Ikai О Ko hoó fakamoóni: .....................................................…………………….. Ko ho hingoa: ……………………………………………………………. Tuásila mo e telefoni (‘okapau ‘oku ke loto ki ai ): ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. ……………………………………………………………………………………….. 127
Áho: Approved by the Auckland University of Technology Ethics Committee on 9 May, 2005 Reference number 05/103 Fakatokagaí ange: Kuo pau ke ke tauhi ha tatau ó e tohí ni. 128
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NURTURING SERVANT LEADERS IN RELIGI
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Table of Contents Table of Contents
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CES and teaching tools.............
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List of Tables Table 1 2004-2005 CE
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vii
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opportunity to finish this degree c
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(seasons), Church Educational Syste
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thesis represents a personal journe
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leadership in which the servant lea
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viewed as a key element in the prod
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Part of the inadequacy of our many
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who have planted the good word of G
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Chapter V presents the findings of
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Early missionaries found success am
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together to give them his last coun
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established an expanded institute p
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of data gathering there were 1758 s
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also helps teachers learn how to mi
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Chapter III: Literature Review The
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Ye know that they which are account
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Servant Leadership, now in its sixt
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More grounding necessary Issues sur
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uilt sufficiently on studies conduc
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Exploring paradox Servant leadershi
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the actions of a servant-first scho
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Unfortunately, with increasing mate
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Significance of the study The curre
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Chapter IV: Methodology The objecti
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context plays an important role in
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Chosen participants fell into two g
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have at times been divided in analy
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Focus groups Focus groups were cond
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Data analysis Data for this project
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Figure 1 Garden Elements Admirers S
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particular selection method was to
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Overall, the list shows a trend tow
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all. By being able to teach it, I
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Family The importance of the family
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One of my favourite people in one o
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highlights one director’s belief
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CES and the relationship with self
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teach when I was out on the mission
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CES and confidence Four volunteer t
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CES and integrity When asked what i
Page 89 and 90: share that night she remembered and
Page 91 and 92: While the differences of people wer
Page 93 and 94: cultures to some degree and were ab
Page 95 and 96: of service in the garden from the f
Page 97 and 98: From participant answers, it would
Page 99 and 100: evelation. As members of the Church
Page 101 and 102: whole person. In speaking of the wh
Page 103 and 104: CES was a way in which the purposes
Page 105 and 106: wisdom is portrayed as “antitheti
Page 107 and 108: new opportunities to learn, to enga
Page 109 and 110: Chapter VII: Application of Finding
Page 111 and 112: Participants also indicated that th
Page 113 and 114: the significance of what was said,
Page 115 and 116: Chapter VIII: Conclusions and Recom
Page 117 and 118: Study strengths and weaknesses This
Page 119 and 120: Looking ahead: A personal reflectio
Page 121 and 122: Clark, J. R., Jr. (1992). The chart
Page 123 and 124: Intellectual Reserve. (1994). Teach
Page 125 and 126: 112 Rieser, C. (1995). Claiming ser
Page 127 and 128: Appendices Appendix A-Structure of
Page 129 and 130: Appendix C-Participant Information
Page 131 and 132: Mobile: 021-1822-371 Email: Lesley_
Page 133 and 134: Zealand context, at least one year
Page 135 and 136: Appendix E-Director Consent Form Co
Page 137 and 138: Appendix G- Translated Information
Page 139: 126 ‘E anga fēfē ha‘aku kau k
Page 143 and 144: Leadership.” What do you feel are
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