O objetivo do estudo foi analisar a relação dos marcadores de desigualdade em saúde, com destaque para a posição socioeconômica, com a autoavaliação da saúde bucal e da saúde geral da população adulta brasileira em 2013. Estudaram-se 59.758 indivíduos com 18 anos ou mais de idade, que participaram da Pesquisa Nacional de Saúde 2013, um inquérito domiciliar de base populacional. As variáveis dependentes do estudo foram a autoavaliação da saúde bucal (dentes e gengivas) e autoavaliação da saúde geral, sendo ambas analisadas como positiva, regular e negativa. As variáveis independentes foram os marcadores de desigualdade em saúde (cor ou raça, região de residência, nível de escolaridade completo, renda domiciliar per capita e classe social). Odds ratios (OR) brutos e ajustados e intervalos de confiança de 95% (IC 95%) foram calculados usando modelos de regressão logística multinomial. Os resultados referentes à autoavaliação da saúde geral foram estratificados segundo o sexo. A prevalência da autoavaliação de saúde bucal positiva foi 67,4%, 26,7% para regular e 5,9% para negativa, enquanto para a saúde geral foram 66,2%, 28,0% e 5,8%, respectivamente. As mulheres avaliam pior sua saúde geral do que os homens. Após ajuste pelas variáveis de controle, as chances de autoavaliar a saúde bucal como negativa foi significativamente mais elevadas entre os indivíduos com renda domiciliar per capita de até um salário mínimo (OR=4,71; IC95%: 2,84-7,83), sem escolaridade (OR=3,28; IC95%: 2,34-4,61), da classe social destituídos de ativos (OR=3,03; IC95%: 2,12-4,32) e residentes da região nordeste (OR=1,50; IC95%: 1,19-1,89). Em relação à autoavaliação da saúde geral nos homens, as chances de avaliar pior foram significativamente mais elevadas entre os indivíduos de menor renda domiciliar per capita, com pior nível de escolaridade, pessoas fora da força de trabalho, moradores das regiões Nordeste e Norte e que se declararam pardos e pretos. Enquanto nas mulheres, as chances de avaliar pior seu estado de saúde geral foram maiores entre as de pior nível de escolaridade, menor renda domiciliar per capita, que se encontravam fora da força de trabalho, que se declararam não brancas e moradoras das regiões Nordeste e Norte do país. A tipologia de classe social utilizada neste estudo foi válida para capturar desigualdades na autopercepção da saúde bucal e da saúde geral de adultos, à semelhança da renda domiciliar per capita e da escolaridade, com diferenciais apenas na força de associação, a depender do desfecho e do sexo. A compreensão da relação dos marcadores de desigualdade da autoavaliação da saúde bucal e da saúde geral pode levar ao melhor direcionamento de políticas públicas para grupos sociais mais vulneráveis, contribuindo para a redução das iniquidades em saúde que persistem no Brasil. / The objective of the study was to analyze the relationship between health inequality markers, with emphasis on the socioeconomic position, with the self-assessment of oral health and general health of the Brazilian adult population in 2013. A total of 59,758 individuals aged 18 years and older participated in the National Health Survey 2013, a population-based household survey. The dependent variables on the study were selfassessment of oral health (teeth and gums) and self-assessment of general health, both of which were analyzed as positive, regular and negative. The independent variables were the markers of health inequality (color or race, residence area, education, per capita household income and social class). Crude and adjusted odds ratios (OR) and 95% confidence intervals (95% CI) were computed using multinomial logistic regression models. Results regarding general self-rated health were stratified by gender. The prevalence of self-assessment of positive oral health was 67.4%, 26.7% for regular and 5.9% for negative, while for general health were 66.2%, 28.0% and 5.8%, respectively. Women evaluate their overall health worse than men. After adjustment, the probability of rating their oral health as negative was significantly higher among individuals with a per capita household income up to a minimum wage (OR=4.71, 95%CI: 2.84-7.83), no schooling (OR=3.28, 95%CI: 2.34-4.61), of the social class devoid of assets (OR=3.03, 95%CI: 2.12-4.32) and living in the northeast region (OR=1.50, 95%CI: 1.19-1.89). Regarding the self-assessment of general health in men, the odds of evaluating worse were significantly higher among individuals with lower per capita household income, with lower educational level, people outside the work force, residents of the Northeast and North regions, and declared themselves brown and black. While in women, the chances of a worse evaluation of their general health status were higher among those with the lowest level of schooling, lower per capita household income, who were outside the work force, who declared themselves as nonwhites and residents of the Northeast and North regions of the country. The social class typology used in this study was valid to capture inequalities in self-perception of oral health and general health of adults, similar to per capita household income and education, with differentials only in strength of association, depending on the outcome and gender. Understanding the relationship between the inequality markers of oral health selfassessment and general health can lead to improvement of public policies to vulnerable social groups, contributing to the reduction of health inequities that persist in Brazil.

L'objectif principal de la thèse est de montrer les apports de l'évaluation contextualisée à l'évaluation de l'intelligence chez les adolescents.e.s, à travers cinq articles. Le premier fait l'état des lieux de l'évaluation contextualisée de l'intelligence. Le second développe les évaluations auto et hétéro-rapportées de l'intelligence. Les trois suivants rendent compte des apports d'outils d'évaluation contextualisée notamment en termes de preuve de validité. Seul le facteur de raisonnement fluide du questionnaire d'auto-évaluation prédit les résultats scolaires. Les liens avec le comportement adaptatif existent, notamment avec le facteur de vitesse de traitement du questionnaire (r=.69). Les questionnaires d'hétéro-évaluations entretiennent des liens modérés à forts avec les résultats scolaires. Enfin, pour le test de performance composé de sept subtests, seule une épreuve (intelligence cristallisée) corrèle positivement et significativement avec la moyenne scolaire générale (r=.42); et trois avec le comportement adaptatif (corrélations néanmoins faibles). Les résultats et implications de ces résultats sont discutés dans la conclusion et une ouverture sur la réalité virtuelle est proposée. / The main objective of the thesis is to show the contributions of the contextualized evaluation to the evaluation of the intelligence of teenagers, through five articles. The first takes stock of the contextualized evaluation of intelligence. The second develops self and hetero-reported assessments of intelligence. The following three report the contributions of contextualized evaluation tests, particularly in terms of proof of validity. Only the fluid reasoning factor of the self-report questionnaire predicts school results. The links with adaptive behavior exist, notably with the processing speed factor of the questionnaire (r = .69). Hetero-assessment questionnaires have moderate to strong links to school performance. Finally, for the performance test composed of seven subtests, only one subtest (crystallized intelligence) correlates positively and significantly with school results (r = .42); and three with adaptive behavior (yet weak correlations). The results and implications of these results are discussed in the conclusion and an opening on virtual reality is proposed.

Submitted by JOSIANE SANTOS DE OLIVEIRA (josianeso) on 2017-12-06T13:34:53Z No. of bitstreams: 1 Fernando Fischer Gehres_.pdf: 3149638 bytes, checksum: 5cfbf940f991616da6304025e100c1c4 (MD5) / Made available in DSpace on 2017-12-06T13:34:54Z (GMT). No. of bitstreams: 1 Fernando Fischer Gehres_.pdf: 3149638 bytes, checksum: 5cfbf940f991616da6304025e100c1c4 (MD5) Previous issue date: 2017-08-31 / Nenhuma / Com o quadro recessivo apresentado pela economia brasileira nos últimos dois anos, houve uma exacerbação da concorrência no setor industrial. Assim, muitas empresas buscaram sua sobrevivência através de ganhos em produtividade e eficiência. Uma alternativa a ser considerada nesta situação é a implantação dos Sistemas de Produção Enxuta (SPE), derivados do Sistema Toyota de Produção. No entanto, a literatura reporta baixas taxas de sucesso na implantação dos SPE (entre 10 e 20%). Esta pesquisa investiga os motivos para esta baixa taxa de sucesso através de estudo de caso em duas empresas industriais do setor metal-mecânico. Para determinar as causas-raízes da baixa taxa de sucesso, utilizou-se a ARA – Árvore da Realidade Atual – ferramenta lógica pertencente ao Processo de Pensamento da Teoria das Restrições. A partir das causas-raízes foi proposto um Modelo de Diagnóstico para determinar a condição da empresa que pretende iniciar a implantação do SPE, indicando suas deficiências e aumentando suas chances de sucesso, caso ações corretivas sejam aplicadas. / Brazilian economy recession in the last two years led to a growing competition in the industry. Companies based their survival on productivity and efficiency enhancement. One possible alternative is Lean Manufacturing implementation, based on Toyota Production System. Nevertheless, literature reports low success rates on Lean Manufacturing implementation (between 10 and 20%). This research investigates the reasons for such a low success rate thought a case study on two metal industries. In order to identify the failure root causes, Current Reality Trees, derived from Theory of Constraints Thinking Process, were used. Based on the root causes, a Self-assessment Model was proposed to grade company situation before Lean Manufacturing implementation process starts. This way, deficiencies can be timely identified and actions taken, incresing success opportunity.

Made available in DSpace on 2016-04-27T18:12:01Z (GMT). No. of bitstreams: 1 Final para biblioteca.pdf: 517561 bytes, checksum: 8ada3b8358b7ff570de6993d1d52b7c9 (MD5) Previous issue date: 2013-05-27 / Introduction: the International Classification of Functioning, Disability and Health offers a positive outlook of categorization to the individual that presents changes on function and/or of the structure of the body. Aims to describe the nature and severity of the limitations of functionality (OMS 2011). It is used as a statistical tool, clinical, educational, research and social policy. This classification has been incorporated and used in the sectors of health and multidisciplinary teams. Objective: to verify the applicability of the Hearing Handicap Inventory for the Elderly, to classify individuals according to the categories of the International Classification of Functioning, Disability and Health; establish the categories of the International Classification of Functioning, Disability and Health to individuals who have hearing loss and investigate the prevalence of changes to functionality in individuals with hearing loss. Method: it was applied the Hearing Handicap Inventory for the Elderly and then select the categories of the International Classification of Functioning, Disability and Health. Results: 44.83% showed severe perception of its inability. 62.1% presented: moderate hearing loss that affects the body's functions, the mental functions, perception and hearing (cod b1560.1), moderate hearing loss that affects the body's functions, sensory functions, the auditory functions and the detection of sound (cod b2300.1), qualitative change in the structure of the inner ear, in this case being characterized as sensorioneural bilateral moderate hearing loss (cod s2609.173); 62.1% does not present difficulty for situations involving conversation activities with the family (cod d 3508.0_); 58.6% does not present difficulty in hearing functions of auditory discrimination (cod b2308.0); 69.0% presents much difficulty to hear in their participation activities (cod d115.4 _), does not present difficulty in controlling emotions and impulses in complex personal interactions (cod d7202.0_), does not present difficulty to attend religious services (cod d 9309.0_); 51.7% presents great difficulties to participate in community life when it comes to ceremonies (cod d 9102.4_). Conclusion: the ICF offers important applicability to categorize individuals with hearing loss; the questionnaire used is partially applicable to classify on a complete form, the disabilities of the subjects with hearing loss / a Classificação Internacional de Funcionalidade, Incapacidade e Saúde propõe uma perspectiva positiva de categorização para o indivíduo que apresenta alterações de função e/ou da estrutura do corpo. Tem como objetivo descrever a natureza e a gravidade das limitações de funcionalidade (OMS 2011). Ë utilizada como uma ferramenta estatística, de pesquisa, clínica, pedagógica e de política social. Esta classificação vem sendo incorporada e utilizada nos setores da saúde e equipes multidisciplinares. Objetivo: verificar a aplicabilidade do Questionário de Auto-avaliação do Handicap Auditivo para Idosos, para classificar indivíduos segundo as categorias da Classificação Internacional de Funcionalidade, Incapacidade e Saúde; estabelecer as categorias da Classificação Internacional de Funcionalidade, Incapacidade e Saúde, para indivíduos que apresentem perda auditiva e investigar a prevalência de alterações na funcionalidade em indivíduos com perda auditiva. Método: foi realizado o Hearing Handicap Inventory for the Elderly e posteriormente selecionadas as categorias da Classificação Internacional de Funcionalidade, Incapacidade e Saúde. Resultados: 44,83% apresentaram percepção severa de sua incapacidade. 62,1% apresentaram: perda auditiva moderada que afeta as funções do corpo, as funções mentais, de percepção e auditiva (cod b1560.1), perda auditiva moderada que afeta as funções do corpo, as funções sensoriais, as funções auditivas e a detecção do som (cod b2300.1), alteração qualitativa na estrutura do ouvido interno, neste caso sendo caracterizada como perda auditiva sensorioneural moderada bilateral (cod s2609.173); 62,1% não apresenta dificuldade para situações que envolvam atividades de conversação com a família (cod d3508.0_); 58,6% não apresenta dificuldade nas funções auditivas de discriminação auditiva (cod b2308.0); 69,0% apresenta muita dificuldade para ouvir nas suas atividades de participação (cod d115.4_), não apresenta dificuldade em controlar emoções e impulsos nas interações pessoais complexas (cod d7202.0_), não apresenta dificuldade para frequentar serviços religiosos (cod d9309.0_); 51,7% apresenta grande dificuldade para participar na vida comunitária quando se trata de cerimônias (cod d9102.4_). Conclusão: a CIF apresenta importante aplicabilidade para categorizar indivíduos com perda auditiva; o questionário utilizado é parcialmente aplicável para classificar de forma completa as incapacidades dos sujeitos com perda auditiva

<p>The purpose of this study is to determine what alternative forms of assessments are being practiced in a public school with an international programme and to explore the teachers` attitudes towards the use of alternative assessment procedures. Various assessment models and strategies have been investigated and discussed, as pre¬senting a part of the educational practice in the primary classrooms that engage the International Baccalaureate/ Primary Years Programme at the elementary school level (age range 6-11) in the years 0-5.</p><p>While defining my research problem, I have started from hypothesis that practicing of alternative assessment has an important positive role in the international schools supporting, promoting and improving student learning.</p><p>International schools are facing both challenging and complexity of assessment pro¬cess while striving to apply both national and international programs` recom¬menda¬tions concerning the testing.</p><p>Alternative forms of assessments are being used in conjunction with other forms of assessment, such as standardised tests, in order to assess both student perfor¬mance and the intentions of the International Baccalaureate/ Primary Years Pro¬gramme.</p><p>This paper investigates what alternative assessment practices (portfolio, perfor¬mance assessment, Exhibition, self-assessment) are being applied and used in the same school where the standardised tests are also being applied and used (text book tests, teacher-made tests, local and national test).</p><p>The hypothesis was supported and the study findings suggest that various types of assessments are needed to be utilized in order to fairly evaluate students` needs as well as that alternative assessment has an important positive role meeting individual student’s needs supporting a process of learning.</p>

The overall aim of this thesis was to develop, deploy and evaluate new IT-based methods for supporting treatment and assessment of treatment of advanced Parkinson’s disease. In this condition a number of different motor and non-motor symptoms occur in episodes of varying frequency, duration and severity. In order to determine outcome of treatment changes, repeated assessments are necessary. Hospitalization for observation is expensive and may not be representative for the situation at home. Paper home diaries have questionable reliability and storage and retrieval of results are problematic. Approaches for monitoring using wearable sensors are unable to address important non-motor symptoms. A test battery system consisting of both self-assessments of symptoms and motor function tests was constructed for a touch screen mobile phone. Tests are performed on several occasions per day during test periods of one week. Data is transmitted over the mobile net to a central server where summaries in different symptom dimensions and an overall test score per patient and test period are calculated. There is a web application that graphically presents the results to treating clinical staff. As part of this work, a novel method for assessment of spiral drawing impairment useful during event-driven sampling was developed. To date, the system has been used by over 100 patients in 10 clinics in Sweden and Italy. Evidence is growing that the test battery is useful, reliable and valid for assessment of symptoms during advanced Parkinson’s disease. Infusion of a levodopa/carbidopa gel into the small intestine has been shown to reduce variation in plasma drug levels and improve clinical response in this patient category. A pharmacokinetic-pharmacodynamic model of this intestinal gel infusion was constructed. Possibly this model can assist the process of individualization of dosage for this treatment through in numero simulations. Results from an exploratory data analysis indicate that severity measures during oral levodopa treatment may be factors to consider when deciding candidates for infusion treatment.

The purpose of this study is to determine what alternative forms of assessments are being practiced in a public school with an international programme and to explore the teachers` attitudes towards the use of alternative assessment procedures. Various assessment models and strategies have been investigated and discussed, as pre¬senting a part of the educational practice in the primary classrooms that engage the International Baccalaureate/ Primary Years Programme at the elementary school level (age range 6-11) in the years 0-5. While defining my research problem, I have started from hypothesis that practicing of alternative assessment has an important positive role in the international schools supporting, promoting and improving student learning. International schools are facing both challenging and complexity of assessment pro¬cess while striving to apply both national and international programs` recom¬menda¬tions concerning the testing. Alternative forms of assessments are being used in conjunction with other forms of assessment, such as standardised tests, in order to assess both student perfor¬mance and the intentions of the International Baccalaureate/ Primary Years Pro¬gramme. This paper investigates what alternative assessment practices (portfolio, perfor¬mance assessment, Exhibition, self-assessment) are being applied and used in the same school where the standardised tests are also being applied and used (text book tests, teacher-made tests, local and national test). The hypothesis was supported and the study findings suggest that various types of assessments are needed to be utilized in order to fairly evaluate students` needs as well as that alternative assessment has an important positive role meeting individual student’s needs supporting a process of learning.

Sparandedirektivets syfte är att effektivisera beskattningen av ränta på sparande inom EU genom att räntan ska beskattas i betalningsmottagarens hemviststat. Direktivet gäller endast fysiska personer och gränsöverskridande räntebetalningar. Syftet ska uppnås genom ett utbyte av information medlemsstaterna emellan. I stället för att utbyta information kan en medlemsstat välja att ta ut källskatt på ränta och vidarebefordra en viss del av källskatten till betalningsmottagarens hemviststat. De svenska bankernas kontrolluppgiftsskyldighet för begränsat skattskyldiga sparare har i och med direktivets införande utvidgats. Bankerna skickar uppgifterna till Skatteverket som i sin tur vidarebefordrar dem till behörig myndighet i spararens hemviststat. Direktivet innehåller ett undantag, de minimis-regeln, som innebär att medlemsstaterna om de vill får undanta vissa ränteinkomster som härrör från fondföretag. Syftet är att undanta aktiefonder som måste investera i fordringar av likviditetsskäl. Regeringen har valt att inte införliva undantaget i svensk lag. Detta medför enligt vår åsikt en konkurrensnackdel för de svenska fondbolagen. På grund av Regeringens beslut måste dessa bolag, för att kunna sälja sina fonder inom EU, kunna redovisa hur stor del av en utdelning som hänför sig till ränta. Kan de inte göra detta betraktas hela beloppet som ränta och omfattas därmed av kontrolluppgiftsskyldighet. Sparandedirektivet har implementerats i svensk lag genom en paragraf i lagen om självdeklarationer och kontrolluppgifter (LSK) som stadgar att direktivet gäller som svensk lag. Utöver detta har ett antal ändringar införts i LSK. Vi anser att implementeringen kan strida mot direktivet som föreskriver att medlemsstaterna ska anta de lagar och förordningar som krävs för att uppfylla direktivets föreskrifter. Vi anser inte att LSK på ett tillfredsställande sätt har anpassats till direktivet eftersom LSKs regler ibland överlappar direktivet och ibland motsäger det. LSK innehåller två undantag från kontrolluppgiftsskyldigheten. Dessa undantag strider mot direktivet som inte innehåller några dylika undantag. Vi anser dock att undantagen är rimliga eftersom de undantar konton utan betydelse för informationsutbytet och att liknande undantag bör införlivas i direktivet. Med anledning av sparandedirektivets införande har de svenska bankerna, i rollen som betalningsombud, föranletts merarbete och kostnader. Kostnaderna har uppstått bland annat då bankerna har ändrat sina datasystem för att kunna uppfylla direktivets kontrolluppgiftsskyldighet. De har även fått komplettera sin information om begränsat skattskyldiga kunder. Skatteverket är den behöriga myndigheten i Sverige och ska således vidarebefordra de uppgifter om personer som är begränsat skattskyldiga i Sverige som lämnas av betalningsombuden. Eftersom Sverige sedan tidigare har ett väl utbyggt kontrolluppgiftssystem och har deltagit i informationsutbytet inom OECD har sparandedirektivets införande inte medfört särskilt stora kostnader för Skatteverket. Sparandedirektivet förväntas leda till ökade skatteintäkter för de stater vars obegränsat skattskyldiga personer placerar sina tillgångar utomlands. Emellertid finns det risk för att dessa personer placerar sina tillgångar i andra typer av sparande eller placerar tillgångarna i stater som inte omfattas av direktivet för att undgå beskattning. Vi anser därför att det finns risk för att sparandedirektivet blir ett slag i luften. / The aim of the Savings Taxation Directive is to ensure an effective taxation of income from savings in the form of interest payments within the EU. This shall be done through taxation of the interest payment in the Member State where the beneficial owner, the saver, has his residence. The directive is only applicable on individuals and on cross-border payments. The aim shall be achieved through an exchange of information between the Member States. Instead of exchanging information, a Member State can choose to levy a withholding tax. A certain amount of that tax shall be transferred to the Member State of residence of the beneficial owner. The obligation for Swedish banks to forward statements of earnings concerning foreign savers has been extended through the directive. The banks sends the information to the Swedish tax authority which then forwards the information to the competent authority in the savers state of residence. The directive contains an exception, the de minimis rule, that states that Member States can choose to exempt certain interest payments deriving from Undertakings for the Collective Investment of Transferable Securities (UCITS). The aim of the exception is to give the Member States a possibility to exclude undertakings which invest mainly in equity but which must hold some debt for liquidity purposes. The Swedish Government has chosen not to implement the exception into Swedish law. In our opinion, this leads to a competitive disadvantage for Swedish UCITS. Due to the Governments’ decision, the Swedish UCITS must, in order to be able to sell their products within the EU, be able to show the interest part of a dividend. If this cannot be done, the entire amount is considered as interest and must be reported as such. The directive has been implemented into Swedish law through a paragraph in the Law of Self Assessment and Statement of Earnings. It states that the Savings Taxation Directive shall be applied as Swedish law. Besides the implementation, some parts of the law have been changed. We think that the implementation may be in breach of the directive, which states that Member States must pass laws and decrees necessary to fulfill the regulations in the directive. We do not think that the Swedish law has been adjusted to the directive in a sufficient way since the Swedish law sometimes overlap the directive and sometimes contradict it. The Swedish law contains two exceptions from the obligation to give statements of earnings. These exceptions breach the directive since the directive does not contain any exceptions of this kind. However, we think that the exceptions are reasonable since they exempt bank accounts which are of no importance for the exchange of information stated in the directive. Similar exceptions should therefore in our opinion be included in the directive. The implementation of the Savings Taxation Directive has caused the Swedish banks, in their role as paying agents, supplementary work and costs. The costs have occurred when the banks have had to adopt their computer systems in order to fulfil the criteria in the directive. The banks also had to complete their information about foreign savers who are liable to tax in Sweden. The Swedish tax authority is the competent authority in Sweden and shall therefore report the information, concerning foreign tax payers, that is forwarded by the paying agents. Sweden had, even before the implementation of the directive, a well functioning system for statements of earnings. The state also participates in the exchange of information that takes place within the OECD. Therefore, the implementation of the directive has not caused any costs of importance for the Swedish tax authority. It is expected that the Savings Taxation Directive will give rise to increased tax revenues for the Member States whose tax payers invest abroad. However, there is a risk that these savers invest in other products or transfer their assets to states that are not within the scope of the directive in order to avoid taxation. Because of this, we think that the Savings Taxation Directive might be a waste of effort.

There has been a shift in education as the focus has moved from the centrality of teaching to the importance of learning (Aseltine, Judith, & Rigazio-DiGilio, 2006). The enhancement of educational experiences and learning of students is a goal shared by instructional supervision (Nolan & Hoover, 2004) and professional learning communities (DuFour & DuFour, 2003). As the need for professional development activities, such as instructional supervision and professional learning communities, to support professional growth continues, how these activities are implemented within a school division remains a critical concern.<p> The purpose of the study was to investigate the links between professional learning communities and instructional supervisory practice as catalysts for authentic professional growth. The result of this study suggests that a zone of authentic professional growth occurs when the activities of professional learning communities and instructional supervision as activities of professional development and reflective practice are aligned. In an era of greater accountability in education school divisions have attempted to support their professional staff with limited resources. Connecting activities to support the goals of the school division, such as professional growth and student learning, is one means of maximizing the use of the resources. There has been considerable research into instructional supervision and professional learning communities however little has been done regarding the connection and implications of these professional activities on each other.<p> The research questions of the study focused on gathering the level of agreement of teachers and in-school administrators regarding qualities of effective instructional supervision and successful professional learning communities. An additional research question focused on what were the criteria of successful professional learning communities that related to effective instructional supervisory practice.<p> The study used mixed research methodology to collect information about one school division. A survey was utilized to collect the perceptions of teachers and in-school administrators regarding successful professional learning communities and effective instructional supervision. The data collected from the survey was analyzed by two interpretation panels, one consisting of teachers and the other consisting of in-school administrators. From the analysis provided by the panels and the survey data collected, it was found that from the perceptions of teachers and in-school administrators in one school system, professional learning communities can contain specific qualities that support effective instructional supervision. The combination of these two professional activities can become a catalyst for authentic professional growth for teachers and in-school administrators.<p> The findings of the study highlights the eight preconditions necessary for an environment or zone of authentic professional growth through the use of professional learning communities to support instructional supervision. Implications, based on key findings, of the study include the need to manage time effectively, and to provide sufficient resources to support instructional supervision through professional learning communities. The school system also needs to develop a culture in which there exists a common understanding of instructional supervision and professional learning communities. It was found that ownership and shared leadership are vital to creating an environment which can embrace the collaborative culture necessary for successful professional learning communities and effective instructional supervision.

There has been a shift in education as the focus has moved from the centrality of teaching to the importance of learning (Aseltine, Judith, & Rigazio-DiGilio, 2006). The enhancement of educational experiences and learning of students is a goal shared by instructional supervision (Nolan & Hoover, 2004) and professional learning communities (DuFour & DuFour, 2003). As the need for professional development activities, such as instructional supervision and professional learning communities, to support professional growth continues, how these activities are implemented within a school division remains a critical concern.<p> The purpose of the study was to investigate the links between professional learning communities and instructional supervisory practice as catalysts for authentic professional growth. The result of this study suggests that a zone of authentic professional growth occurs when the activities of professional learning communities and instructional supervision as activities of professional development and reflective practice are aligned. In an era of greater accountability in education school divisions have attempted to support their professional staff with limited resources. Connecting activities to support the goals of the school division, such as professional growth and student learning, is one means of maximizing the use of the resources. There has been considerable research into instructional supervision and professional learning communities however little has been done regarding the connection and implications of these professional activities on each other.<p> The research questions of the study focused on gathering the level of agreement of teachers and in-school administrators regarding qualities of effective instructional supervision and successful professional learning communities. An additional research question focused on what were the criteria of successful professional learning communities that related to effective instructional supervisory practice.<p> The study used mixed research methodology to collect information about one school division. A survey was utilized to collect the perceptions of teachers and in-school administrators regarding successful professional learning communities and effective instructional supervision. The data collected from the survey was analyzed by two interpretation panels, one consisting of teachers and the other consisting of in-school administrators. From the analysis provided by the panels and the survey data collected, it was found that from the perceptions of teachers and in-school administrators in one school system, professional learning communities can contain specific qualities that support effective instructional supervision. The combination of these two professional activities can become a catalyst for authentic professional growth for teachers and in-school administrators.<p> The findings of the study highlights the eight preconditions necessary for an environment or zone of authentic professional growth through the use of professional learning communities to support instructional supervision. Implications, based on key findings, of the study include the need to manage time effectively, and to provide sufficient resources to support instructional supervision through professional learning communities. The school system also needs to develop a culture in which there exists a common understanding of instructional supervision and professional learning communities. It was found that ownership and shared leadership are vital to creating an environment which can embrace the collaborative culture necessary for successful professional learning communities and effective instructional supervision.