Submitted by Suzana Dias (suzana.dias@famerp.br) on 2018-10-29T16:31:32Z No. of bitstreams: 1 GlaucioCamargos_dissertac.pdf: 1004018 bytes, checksum: 3f30e0abdb952e2c20d98db6973c16bb (MD5) / Made available in DSpace on 2018-10-29T16:31:32Z (GMT). No. of bitstreams: 1 GlaucioCamargos_dissertac.pdf: 1004018 bytes, checksum: 3f30e0abdb952e2c20d98db6973c16bb (MD5) Previous issue date: 2018-03-16 / The speech is one of the main instruments of psychotherapy, which represents an obstacle to the treatment of congenital deaf who do not use oral language to symbolize their mental states. Objective: To analyze the process of psychic construction in deaf subjects using sign language, their relation with their linguistic development and to indicate possible considerations for the psychotherapeutic work with this population. Methods: We carried out a bibliographical survey through a systematic review based on the Prisma method. After that, we performed a multiple case study through a psychotherapy program designed to attend three deaf individuals with congenital deafness in the deaf community of São José do Rio Preto -SP, selected by lot, from a private clinical record. The program was structured in twenty-six sessions of dynamic psychotherapy. The sessions were held individually and systematically, aiming to observe the patterns in the development of mental processes, performed once a week, lasting 50 minutes. For data analysis we used SPINK's Maps and Association Trees (2010). Results: Differences in the semiotic language system in congenital deaf people result in adaptations in the psychic development of these subjects due to the nature of sign language. Conclusion: Psychotherapeutic treatment for the deaf should take into account their own semiotic system, their symbolic organization, and their culture. / A fala é um dos principais instrumentos de psicoterapia, o que representa um obstáculo para o tratamento de surdos congênitos que não utilizam o idioma oral para simbolizar seus estados mentais. Objetivo: Analisar o processo de construção psíquica em sujeitos surdos usuários da língua de sinais, sua relação com seu desenvolvimento linguístico e indicar possíveis considerações para o trabalho psicoterápico com essa população. Métodos: Inicialmente realizamos um levantamento bibliográfico por meio de uma revisão sistemática pautada no método Prisma. Após isso executamos um estudo de caso múltiplo por meio de um programa de psicoterapia planejado para atender três sujeitos surdos congênitos da comunidade surda de São José do Rio Preto -SP, selecionados por sorteio, de cadastro clínico particular. O programa foi estruturado em vinte e seis sessões de psicoterapia dinâmica. As sessões ocorreram em caráter individual e sistemático, visando observar os padrões no desenvolvimento dos processos mentais, realizadas uma vez por semana, com duração de 50 minutos. Para a análise de dados utilizamos os Mapas e as Árvores de Associação de SPINK (2010). Resultados: Diferenças no sistema semiótico da linguagem em surdos congênitos resultam em adaptações no desenvolvimento psíquico desses sujeitos em razão da natureza da língua de sinais. Conclusão: O tratamento psicoterápico para surdos deve levar em consideração seu sistema semiótico próprio, sua organização simbólica e sua cultura.

Orientador: Alexandre Secorun Borges / Banca: Luiz Antonio de Lima Rezende / Banca: Silvia Mitiko Nishida / Resumo: Potencial evocado auditivo de tronco encefálico (Brainstem Auditory Evoked Potential - BAEP) é teste eletrodiagnóstico que capta e registra as atividades elétricas do sistema auditivo, desde a cóclea até o tronco encefálico. Os objetivos desta dissertação foram: 1) padronizar o BAEP em cães sem raça definida e em cães das raças Dálmata e Boxer; 2) avaliar da influência da idade no BAEP de cães sem raça definida em Boxer; 3) estudar a ocorrência de surdez em cães sem raça definida e em cães das raças Dálmata e Boxer. BAEP foi obtido de 30 Dálmatas, 43 Boxers e 34 cães em raça definida. As médias das latências das ondas obtidas foram semelhantes a outros estudos. Os cães da raça Boxer e os sem raça definida foram divididos em dois grupos de diferentes faixas etárias: de 1 a 8 anos (grupo 1) e acima de 8 anos (grupo 2). As médias das latências das ondas I, III e V foram maiores nos Boxers do grupo 2. Para os cães em raça definida, as latências V, III-V e I-V foram maiores no grupo com idade acima de 8 anos. Surdez foi observada em 20% dos Dálmatas (16,7% unilateral e 3,3% bilateral) e em 6,98% dos Boxers (2,33% unilateral e 4,65% bilateral). Também foi relatado o uso do BAEP para diagnosticar provável surdez em 2 cães sem raça definida. Foi observado que a surdez em Boxers e Dálmatas, provavelmente, está relacionada com a pigmentação do pelame e da íris. Foi possível concluir que o BAEP é um exame útil e seguro para identificação de cães com surdez e que a idade deve ser considerada na interpretação do exame / Abstract: The brain stem auditory-evoked potential (BAEP) is an electrodiagnostic test that detects and records the electrical activity in the auditory system from cochlea to the brainstem. The aims of this study were: 1) obtain normative data of BAEP from mixed breed dogs, Dalmatians, and Boxer dogs; 2) evaluate age influence on BAEP obtained from mixed breed dogs and Boxer dogs; 3) study the occurrence of deafness in mixed breed dogs, Dalmatians and Boxer dogs. BAEP was obtained from 30 Dalmatians, 43 Boxers, and 34 mixed breed dogs. The mean latency of waves were similar to others studies. The Boxer and mixed breed dogs were divided in 2 groups of different ages: 1-8 years (group 1) and more than 8 years (group 2). The mean latency for I, III, and V waves were increased in Boxers of group 2. For the mixed breed dogs, the V, III-V and I-V latencies were increased in the group with more than 8 years old. Deafness was observed in 20% of the Dalmatians (16.7% unilateral, and 3.3% bilateral), and in 6.98% of the Boxers (2.33% unilateral, and 4.65% bilateral). It was also reported the use of BAEP to diagnose bilateral deafness in two mixed breed dogs. It was observed that deafness in Boxers and Dalmatians dogs is probably related to the skin and eye pigmentation. It was concluded that the BAEP is a useful and safe test to identify dogs with deafness, age should be considered when interpreting the test / Mestre

A surdez à concebida, do ponto de vista biomÃdico, como deficiÃncia e o surdo como detentor de anomalia orgÃnica a ser corrigida. PolÃticas pÃblicas de saÃde e intervenÃÃes nessa Ãrea revestem-se, correspondentemente, de tal representaÃÃo. Considerando o modo como cada grupo elabora sua visÃo de mundo, objetivamos, com este estudo, compreender as representaÃÃes e o cotidiano da surdez em uma comunidade de surdos, a fim de refletirmos sobre as polÃticas pÃblicas a eles destinadas. Utilizamos o referencial teÃrico-metodolÃgico qualitativo, com uso da tÃcnica de grupo focal seguida da entrevista aberta. Participaram do estudo, em Fortaleza-Ce em 2010, 15 surdos, professores e alunos de curso prÃ-vestibular da mesma instituiÃÃo. De forma complementar aos relatos dos surdos, foram entrevistadas quatro fonoaudiÃlogas. Os achados evidenciaram que coexistem diferentes concepÃÃes acerca da surdez. Os surdos a compreendem como experiÃncia visual, de carÃter identitÃrio, firmada em seus componentes culturais e lingÃÃsticos. Identidade, cultura e a lÃngua de sinais (Libras) constituem, portanto, sua unidade definidora. Diferente da lÃgica instituÃda na Ãrea da saÃde, o implante coclear foi concebido, pela maioria dos informantes, como sÃmbolo de retrocesso, de negaÃÃo e de perda da identidade surda. Apontaram, em seu cotidiano, barreiras atitudinais, de comunicaÃÃo e informaÃÃo que dificultam e em outros casos inviabilizam seu atendimento e Ãxito de suas demandas nos serviÃos pÃblicos e coletivos, sendo um desafio, para o profissional e o paciente surdo, o atendimento no serviÃo de saÃde. Em suma, o estudo possibilitou se compreender a surdez com base em sua constituiÃÃo histÃrico-social. Diferentes discursos co-existem, visto que a surdez expressa dimensÃes fisiolÃgica, simbÃlica e cultural. CompreendÃ-la em seus distintos aspectos à importante, na medida em que esta pode proporcionar mudanÃas no modo como os profissionais de saÃde e a sociedade ouvinte percebem e se relacionam com os surdos e com as tecnologias auditivas a esses destinadas. Torna-se urgente refletir sobre as estratÃgias para uma sociedade inclusiva, respeitando as diferentes posiÃÃes dos atores sociais em questÃo.

Submitted by admin tede (tede@pucgoias.edu.br) on 2017-10-10T14:50:34Z No. of bitstreams: 1 VANDA ETERNA CARNEIRO CAMPOS TELES.pdf: 973070 bytes, checksum: 1dfd3ca69a8e7d4deb2ce6087de2119c (MD5) / Made available in DSpace on 2017-10-10T14:50:34Z (GMT). No. of bitstreams: 1 VANDA ETERNA CARNEIRO CAMPOS TELES.pdf: 973070 bytes, checksum: 1dfd3ca69a8e7d4deb2ce6087de2119c (MD5) Previous issue date: 2011-09-26 / This research focuses on the inclusion of a deaf student in the Municipal School of Goiânia (RME) in the period 2001 to 2010 and is part of the line of research, Education, Society and Culture. Network aims to problematize how this has been proposing the inclusion of this segment from the actions implemented. Whereas the deaf student's academic life had always been marked by standard practice of excluding and segregating nature, we sought during the research reflect on the following issues: (1) As the contours were constructed conceptions of Special Educational Needs as " disability "and" difference "? (2) What are the legal provisions at national and international governing the inclusive education of the deaf student and what they determine? (3) How does the implementation of this policy in RME of Goiânia, before and after the established legal framework? (4) What kind of actions were implemented by this network, in the period 2001 to 2010, to meet the flow demands of the legal and educational? The reflection of these events is well structured: The first chapter, based on studies foucaltiano, discusses the historical buildings, epistemological and conceptual about "difference / disability," "normality / abnormality", inspired from the problem of the standard and the process subjectivity of the subject, in Modernity. The second brings the legal frameworks that have guided public policies in Brazil and worldwide. The third depicts the inclusion / exclusion of the deaf student in RME of Goiânia. Readings based bibliographic and documentary, the combined semi-structured interviews that materialize the necessary tools for completing the survey, revealed a network also marked by the experience of "discontinuity" and inserted a "passing game responsibilities." Although, develop isolated actions, directed to the attention of the deaf student, it does not make it an inclusive network. Continues, then being denied the deaf student in their educational process, the right to access, quality institutionalized knowledge. / A presente pesquisa versa sobre a inclusão do aluno surdo na Rede Municipal de Ensino de Goiânia (RME), no período de 2001 a 2010 e insere-se na linha de pesquisa, Educação, Sociedade e Cultura. Visa problematizar como essa Rede vem propondo a inclusão desse segmento a partir das ações implementadas. Considerando que a vida acadêmica do aluno surdo sempre fora marcada por práticas normalizadoras de caráter excludente e segregador, buscou-se ao longo da pesquisa refletir sobre as seguintes questões: (1) Como foram sendo construídos os contornos das concepções de Necessidades Educativas Especiais como “deficiência” e “diferença”? (2) Quais os dispositivos legais em âmbito nacional e internacional que regulamentam a educação inclusiva do aluno surdo e o que estes determinam? (3) Como se dá a implantação dessa política na RME de Goiânia, anterior e posterior ao marco legal instituído? (4) Que tipo de ações foi implementadas por essa rede, no período de 2001 a 2010, visando atender o fluxo das demandas legais e pedagógicas? A reflexão desses acontecimentos encontra assim estruturada: O primeiro capítulo tendo por base os estudos foucaltiano aborda as construções históricas, epistemológicas e conceituais sobre “diferença/deficiência”, “normalidade/anormalidade”, inspirados a partir do problema da norma e do processo de subjetivação do sujeito, na Modernidade. O segundo traz os marcos legais que têm orientado as políticas públicas no Brasil e no mundo. O terceiro retrata a exclusão/inclusão do aluno surdo na RME de Goiânia. As leituras de base bibliográfica e documental, aliadas as entrevistas semiestruturadas que materializaram as ferramentas necessárias para a conclusão da pesquisa, revelaram uma rede, ainda, marcada pela experiência da “descontinuidade” e inserida num “jogo de transferência de responsabilidades”. Ainda que, desenvolva ações isoladas, direcionadas ao atendimento do aluno surdo, isso não a torna uma rede inclusiva. Continua, então, sendo negado ao aluno surdo, em seu processo de escolarização, o direito ao acesso, com qualidade, ao saber institucionalizado.

Made available in DSpace on 2016-07-27T13:54:12Z (GMT). No. of bitstreams: 1 EDNA MISSENO PIRES.pdf: 539327 bytes, checksum: 4efd978a5119b6885f1005c1a928c5ef (MD5) Previous issue date: 2008-09-19 / Inclusion has currently been a widely discussed theme due to movements and legal demands in favor of the schooling of special needs people. Human diversity has become an object of study for several educators in search of teaching strategies compatible to individual students needs. Although the school is the institution in charge of operationalizing such strategies, it has reproduced the cultural capital of subject s contexts, revealing even more social, physical, economical and cultural inequalities, and, consequently, creating educational inequalities as well. Still, there are people who attain successful schooling by concluding Higher Education courses, a prominent case being that of subjects with a level of deafness classified as a special need. Therefore, this study aims at the comprehension of the key factors which made possible for people with severe/deep deafness to conclude Higher Education courses, investigating the social-cultural contexts of their life stories and their route of learning throughout the schooling period. In order to achieve such aim, a qualitative research was conducted based on the inquiry of life stories of 8 deaf subjects concluding Higher Education courses until 2007 in the following types of institutions: a public university, a confessional university, a private university and a private college in the city of Goiânia. The conduction of the study also consisted of the analysis of the conception of inclusion as educational inequalities based on Pierre Bourdieu, the conception of learning in the perspective of Bernard Charlot and the conception of learning by deaf subjects in the view of Ronice Muller Quadros. / Atualmente a "inclusão" tem sido um tema amplamente discutido devido aos movimentos e as exigências legais em prol da escolarização das pessoas com necessidades especiais. A diversidade humana tornou-se objeto de estudo de vários educadores na busca de estratégias de ensino que adequadas ás necessidades de cada aluno. Embora a escola seja a instituição responsável pela a operacionalização dessas estratégias, tem desempenhado o papel de reprodutora do capital cultural do contexto que cada indivíduo está inserido expondo ainda mais as desigualdades sociais, físicas, econômicas e culturais, gerando as desigualdades educativas. Ainda assim há pessoas que conseguem obter o sucesso escolar por concluir o ensino superior, destes destacam-se aqueles que possuem surdez que se caracteriza como sendo uma necessidade especial. Assim, o presente estudo objetiva compreender os fatores que permitiram a construção do sucesso escolar de alunos com surdez neurossensorial (severo/profunda) que concluíram o ensino superior, investigando nas histórias de vidas o contexto sócio-cultural destes sujeitos. Buscou, ainda, investigar o percurso da aprendizagem desse aluno durante a sua escolarização. Para cumprir com esta proposta de trabalho foi utilizado a pesquisa qualitativa baseada na investigação das histórias de vidas de 8 sujeitos surdos concluintes do ensino superior até o ano de 2007, nas seguintes instituições: uma Universidade Pública, uma Universidade Confessional, uma Universidade Particular e uma Faculdade Particular da cidade de Goiânia. Para proceder com a investigação foi analisado a concepção de "inclusão como desigualdades educativas a partir de Pierre Bourdieu, a concepção de "aprendizagem" na perspectiva de Bernad Charlot e "aprendizagem dos surdos na perspectiva de Ronice Müller Quadros.

Actin isoform specific mutations have been identified as causes for various human diseases. These include twelve missense mutations in γ-nonmuscle actin leading to early onset autosomal dominate nonsyndromic hearing loss and twenty two missense mutations in α-smooth muscle actin leading to thoracic aortic aneurysms and dissections (TAAD). The molecular mechanisms leading to these human pathologies are mainly unknown, principally due to the inability to isolate pure mutant γ-nonmuscle actin and α-smooth muscle actin in quantities required for biochemical analysis. To begin to address these problems, I have individually expressed the human nonmuscle actin isoforms, β– and γ– nonmuscle actin, in a baculovirus expression system and characterized their biochemical properties. Surprisingly, despite a conserved amino acid difference of only 4 residues at or near the N-terminus, Ca-γ-actin exhibits slower monomeric and filamentous biochemical properties than β-actin. In the Mg-form, the difference between the two is smaller. Mixing experiments with Ca-actins reveal the two will readily co-polymerize. Calcium bound in the high affinity binding site of γ-actin may cause a selective energy barrier relative to β-actin that retards the equilibration between G– and F-monomer conformations resulting in a slower polymerizing actin with greater filament stability. This difference may be particularly important in sites such as the γ-actin-rich cochlear hair cell stereocilium where local mM calcium concentrations may exist. In hair cells γ-nonmuscle actin seems to play a central role in stereocilia maintenance. To determine how the deafness causing D51N-γ-mutant actin mutation leads to deafness, I expressed and characterized it in the γ-actin background. The D51N mutation, lethal when cloned into yeast, displayed decreased filament stability and polymerization kinetics of an actin more dynamic than γ-actin. This result suggests that the hearing effects of the γ-actin mutations on the hearing apparatus are not simply caused by an inability to polymerize. The observed increased polymerization rates and decreased filament stability may have major implications for the human disease, as the mutation may alter the ability of the γ-actin to fulfill its maintenance functions. To address the basis by which TAAD mutations cause vascular dysfunction I introduced two of the know human mutations, N115T and R116Q, into yeast actin, 86% identical to human α-smooth muscle actin. I then generated yeast strains expressing each of these mutations as the sole actin in the cell to assess their effect on actin function in vivo and in vitro. Both mutant strains exhibited reduced ability to grow under a variety of stress conditions, although the N115T cells were more severely affected. In vitro the mutations caused exhibited altered thermostability and nucleotide exchange rates indicating effects on monomer conformation with R116Q the most severely affected. The N115T actin demonstrated a biphasic elongation phase during polymerization, while R116Q actin demonstrated a markedly extended nucleation phase. Allele-specific effects were also seen on critical concentration, rate of depolymerization and filament treadmilling. R116Q filaments were hypersensitive to severing by the actin-binding protein cofilin. In contrast, N115T filaments were hyposensitive to cofilin, despite near normal binding affinities of actin for cofilin. The mutant specific effects on actin behavior suggest that individual mechanisms may contribute to TAAD. Understanding the mechanisms of actin dependent human diseases requires elucidation of the effects of the mutations on the behavior of actin per se, its regulation, and the impact on actin mediated processes within the cell. The work provided in this thesis and future studies will provide the information required to understand the pathways involved in these diseases and form innovative treatments for deafness and TAAD.

Abstract not available

Doctor of Philosophy (PhD) / An in-depth, longitudinal study of the speech and oral language development of eight infants with a profound hearing loss who receive early interventions focused on developing their auditory, speech and oral language capacity is presented in this thesis. Infants were tracked for two years, during the period when they are changed from a hearing aid to a cochlear implant. All infants in this study had their hearing loss identified early and were fitted with hearing aids between 1 and 7 months of age and received their cochlear implant between 8 and 16 months of age. They attended a number of different auditory-verbal early intervention programs (depending on where they lived) all of which focused on developing speech and language skills through listening. Attendance at their particular early intervention program at least once a week was in addition to weekly attendance the Sydney Cochlear Implant Centre for therapy and audiological services. A broad range of measures has been used to track the infants’ acquisition of oral language skills, including measures of communicative intention, pre-speech and speech development, and oral language development. Despite a wide range of individual differences across the group of infants, the results suggest some general trends. In the area of communicative intent most infants followed typical development patterns in terms of both the types (e.g. requesting, answering etc) and forms (gestural, vocal, verbal) used, but they showed delays in their frequency of usage of these types and forms. For speech development the infants demonstrated typical speech skills by 18-months post-cochlear implantation in the areas of consonant inventories, severity of phonological involvement (speech intelligibility) and phonological process development, but they showed delays in vowel and consonant acquisition. Finally, for language development the infants were delayed relative to typical development at 18 months post-implantation. The findings support and extend previous studies which have demonstrated the benefits of early intervention for communication development in infants with hearing loss (Calderon & Naidu, 2000; Mayne, Yoshinaga-Itano & Sedey, 2000; Moeller, 2000; Yoshinaga-Itano & Apuzzo, 1998). However, the delays in the oral communication skills of the infants in the current study suggest that more intensive long-term intervention is required if the infants are to attain typical oral speech and language development. The findings capture the complexity of early oral language development, which has been lacking in previous studies of infants with significant hearing loss, receiving a cochlear implant (Dettman, Briggs, & Dowell, 2005; Houston, Ying, Pisoni, & Iler Kirk, 2003; Schauwers, Gillis, Daemers, De Beukelaer, & Govaerts, 2004). The present data also provide some limited support for earlier implantation, that is, before 12 months of age, as the infants made little progress in oral language development while using hearing aids. The reduced amount of auditory signal available to them prior to implantation may be the determining factor in their inability to follow typical rates and patterns of development. However, rates of development with the implant were not straightforward and further research on this population is needed. Universal neonatal screening programs for hearing loss will potentially provide a larger population of early identified infant for future research. This will create the opportunity for large scale, prospective, longitudinal, studies examining the acquisition of speech and oral language development. Limitations of this study, tracking the early stages of speech and language development over a two year period are identified. Future studies are needed to follow the infants for a longer time to determine if their rate of development is sufficient for them to catch up in areas of delay and maintain their performance in areas where they match their typically developing peers.

Thesis (Ed. D.)--West Virginia University, 2009. / Title from document title page. Document formatted into pages; contains vi, 137 p. Includes abstract. Includes bibliographical references (p. 117-128).

Thesis (M. Sc.)--University of Hong Kong, 2002. / Includes bibliographical references (leaves 85-89).