Pregnancy-related complications affect approximately 15% of pregnancies and, if severe, can have long-term consequences. Timely recognition of physiological deterioration is known to reduce the prevalence and severity of complications. However pregnancy-associated changes in vital signs (blood pressure, heart rate, temperature, oxygen saturation, and respiratory rate) complicate the detection of abnormal physiology, and these changes are not well documented. This thesis describes the development of algorithms to ensure the collection of good-quality vital-sign data during the antenatal and postnatal stages of pregnancy, and the design of an evidence-based obstetric early warning score. Vital-sign information from 1,000 pregnant women during pregnancy, labour, and after delivery was collected during the 4P study using pulse oximetry, oscillometry for blood pressure measurement and a tympanic thermometer. Dynamic time warping was used to assess beat-by-beat quality in the photoplethysmograph (PPG) waveform obtained from the pulse oximeter. The resulting signal quality index enabled the exclusion of poor-quality sections and their associated measurements of heart rate and peripheral oxygen saturation. A robust measurement of respiratory rate was obtained by combining information from the PPG waveform, and accelerometer and gyroscope waveforms from a smartphone. After processing, frequency-based techniques, such as Fourier analysis and auto-regressive modelling, and time-domain peak detection were fused to estimate respiratory rate. When compared with the reference respiratory rate obtained from midwife measurement, the lowest mean absolute error of 1.16 breaths per minute was obtained from respiratory rate estimates from the y-axis of the gyroscope. Antenatal and postnatal reference ranges for each vital sign were developed with a standard polynomial multilevel (hierarchical) model using 10,000 vital sign measurements from 620 healthy women in the 4P study. Vital-sign trajectories confirmed known trends of blood pressure and heart rate changes during pregnancy, and provided new information about other vital-sign trends. Additional covariates were included to investigate the effect of parity and body mass index (BMI) on vital-sign trends. The outer centiles of the vital sign reference ranges were used to design an obstetric early warning score (C-ObsEWS) that took into account gestational age or time after delivery. The investigations in this thesis contribute additional knowledge of pregnancy-associated vital-sign changes, and lead to an initial proposal for an evidence-based obstetric early warning score specific to the stage of pregnancy.

Conselho Nacional de Desenvolvimento Científico e Tecnológico / The main aim of this dissertation is to analyse the concept of sense in Being and Time, in the context of comprehension. From an initial characterization of the notion of sense presented by Heidegger, we make explicit the conceptual net in which this concept is caught, proceeding by an explanation of it. Locating the central point of this conceptual net in the context of comprehension and interpretation, we proceed by an analysis of such notions, but confining ourselves to the context of explanation of the comprehension of entities, as a matter of our copying with the things in the world and by means of a fore-predicative and predicative structure. In this sense, we present an approach which points out the notion of relation as a central issue, presenting in this sense a sort of typology of relations in Being and Time, and showing the importance of this notion regarding the explanation of the senses of being. We pay special attention to the notion of sign, for it means a exemplar type of relation, named by remission, which is fundamental to the comprehension of the entities senses of being, in special the sense of being of the present-at-hand, as well to a better understand of the Heidegger s notion of to signify. Following this path, we discuss a critical argument against Heidegger s concept of sense, whose central point lies in the notions of sign and remission, understood as analogous of the Frege s pair of concepts Sinn and Bedeutung . Assisted by our previous analysis, we show how this analogy between Frege and Heidegger fails, and in a single point: in considering sign as linguistic designator. By the end, we point out some considerations about the fruitfulness of the Heidegger s notion of sense (if it was taken together another notions treated in this work as, for example, relation and sign) to think in a broader way matters about intentionality and related issues. / O presente trabalho tem como objetivo promover uma análise acerca do conceito de sentido no âmbito de Ser e Tempo no contexto da temática da compreensão. A partir de uma caracterização inicial da noção de sentido apresentada por Heidegger, depreendemos a rede conceitual em torno dessa noção procedendo com uma explicitação da mesma. Localizando o ponto nodal dessa rede conceitual em torno da temática da compreensão e interpretação, seguimos com uma análise destas noções restringindo-nos ao contexto da explicitação da compreensão dos entes, com uma questão do modo como lidamos com os entes no mundo, por meio de uma estrutura pré-predicativa e predicativa. Nesse contexto, apresentamos uma leitura cujo foco incide sobre a noção de relação, revelando desse modo uma tipologia de relações presente em Ser e Tempo e mostrando a importância dessa noção no tocante à explicitação dos sentidos de ser. Dedicamos uma atenção especial à noção de signo por expressar um caso exemplar de relação, denominada de remissão, fundamental para a compreensão dos sentidos de ser dos entes, em especial, do ser disponível, bem como para entender a noção heideggeriana de significar. Seguindo esse mesmo fio condutor, discutimos uma crítica à concepção heideggeriana de sentido, cujo ponto principal versa sobre as noções de signo e remissão em Ser e Tempo, interpretadas como análogas aos conceitos de sentido e referência de Frege. Amparados em nossa análise, mostramos como essa analogia entre Frege e Heidegger fracassa justamente num ponto crucial: em tomar signo como um designador linguistico. Por fim, tecemos algumas considerações acerca da proficuidade da noção heideggeriana de sentido (se tomada em consonância com as noções de relações analisadas no trabalho) para se pensar, por exemplo, algo como comportamento intencional ou intencionalidade de um ponto de vista mais geral.

Made available in DSpace on 2015-03-03T11:52:24Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-02-14Bitstream added on 2015-03-03T12:07:19Z : No. of bitstreams: 1 000806328.pdf: 2190102 bytes, checksum: 89a222b36bc86f8615310bc45e5be254 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / A presente tese teve por objetivo apresentar uma metodologia de ensino para escrita formal dos surdos brasileiros e portugueses a partir dos aspectos teóricos e linguísticos da ortografia. A investigação centra-se na teoria da ortografia a fim de evidenciar que tanto alunos surdos brasileiros como alunos surdos portugueses – que compartilham um mesmo sistema escrita, mas com língua de sinais diferentes – apresentam dificuldades e facilidades similares quanto ao uso da escrita da língua portuguesa. A hipótese norteadora é de que as principais dificuldades de escrita são motivadas pela falta de diferenciação e compreensão entre a função da ortografia e da escrita no ensino escolar. A partir dessas considerações, realizamos uma pesquisa exploratória de campo de caráter experimental, nela contamos com a participação de 13 alunos surdos portugueses e 14 alunos surdos brasileiros que estavam regularmente matriculados nas escolas de surdos de Lisboa/PT e de Maringá/BR. A quantidade de alunos foi determinada pela escolha das séries investigadas 6º ano, 9º ano do ensino fundamental e 3º ano do ensino médio. A escolha se deve por serem séries de finais de ciclos e permitem obter um panorama sobre os conceitos ortográficos investigados. A coleta de dados ocorreu em três etapas: 1) aplicação de um pré-teste e de entrevista individual; 2) desenvolvimento da intervenção pedagógica; 3) nova aplicação do teste (pós-teste) e da entrevista individual. Os dados revelam que os alunos surdos quando submetidos ao processo de intervenção pedagógica em que é priorizado o sistema alternativo de aprendizagem de surdos e o da escrita é apresentado a partir da função da ortografia - “neutralizar as variantes linguísticas”. Além de melhorarem o desempenho ortográfico dos vocábulos isolados em termos quantitativos, também apresentam modificações qualitativas na compreensão da função da ortografia / The current doctoral thesis aimed at presenting a methodology for teaching the formal writing of Brazilian and Portuguese deaf people from the theoretical and linguistic aspects of spelling. The research focuses on the theory of spelling in order to show that both, Brazilian and Portuguese deaf students - who share the same writing system, but with different language signs - present difficulties and similar facilities in the use of the written Portuguese language. The guiding hypothesis is that the main difficulties in writing are motivated by the lack of a differentiation between the function and understanding of spelling and writing in school education. Taking that into consideration, we conducted an exploratory field research on an experimental basis. It consisted of 13 Portuguese deaf students’ and 13 Brazilian deaf students’ participations who were enrolled in schools for the deaf in Lisbon, Portugal and in Maringa, Brazil. The number of students was determined by the choice of the investigated school grades, such as, 6th grade , 9th grade and 3rd grade, which was due to the fact that they belong to the final grades of school cycles as well as allow us to get an overview about the spelling concepts investigated. The data collection occurred in three main stages: first, the application of a pre-test and a personal interview; second, a pedagogical intervention was carried out, and third, the application of a new test (post-test) and individual interviews. The data revealed that deaf students undergoing the process of a pedagogical intervention, in which the alternative learning system for deaf is prioritized, and writing is introduced from the function of spelling - neutralizing linguistic variants, besides improving the spelling performance of isolated vocabulary, in quantitative terms, they also produce qualitative changes in understanding the spelling function

Made available in DSpace on 2015-03-03T11:52:28Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-02-27Bitstream added on 2015-03-03T12:06:42Z : No. of bitstreams: 1 000805809.pdf: 2451924 bytes, checksum: e262685d29577590fb0041532d46ae0d (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / O povo terena habita os estados de Mato-Grosso do Sul e São Paulo. Essa etnia conta com 28.845 pessoas (dados do IBGE, 2010), que estão divididas em 17 terras. Constataram-se terena surdos primeiramente na Comunidade Indígena de Cachoeirinha, de 9.507 habitantes e, em segunda viagem a campo, também em aldeias vizinhas, próximas ao município de Miranda-MS. A língua oral terena é amplamente falada, e também foi observado o uso de sinais pelos surdos terena, o que deu origem a esta pesquisa. O projeto envolveu o estudo da(s) língua(s) utilizadas por surdos terena de diferentes faixas etárias, sendo a maioria jovens. É notável que parte dessas pessoas não conheça a língua brasileira de sinais (LIBRAS). Alguns nunca frequentaram a escola ou tiveram contato com surdos usuários de LIBRAS. De maneira geral, os familiares dos surdos são ouvintes e falantes de português e terena, e os mais próximos conhecem os sinais terena. Alguns jovens estudam na cidade e estão avançando no uso e conhecimento da LIBRAS, porém estes mesmos jovens utilizam outros sinais na aldeia, com seus familiares ouvintes, amigos e outros surdos, que não sabem LIBRAS. Em última viagem a campo, em 2012, foram coletados sinais terena por meio de fotografia e vídeo, que foram analisados. Avaliou-se então a estrutura, a morfologia no uso desses sinais, e se chegam realmente a constituir uma língua. Entretanto, nesse momento, os aspectos linguísticos não puderam ser mais aprofundados, pois ainda está coletada uma quantidade reduzida de dados, que deverá ser aumentada para a pesquisa do doutorado. Observei também a cultura, educação, cosmovisão terena e surda, as relações dos surdos com seus familiares, professores, intérpretes, amigos e sociedade ouvinte / The terena people inhabiting the states of Mato Grosso do Sul and São Paulo. This ethnic group has 28,845 people (IBGE data, 2010) which are divided into 17 indigenous communities. Deaf Terena were discovered first at the indigenous village Cachoeirinha, of 9,507 inhabitants and, on second field trip, also in the neighboring villages, near the city of Miranda-MS. The Terena oral language is widely spoken, and the use of signs by deaf Terena was also observed, which gave rise to this research. The project involves the study of languages used by deaf Terena of different age groups, the majority being young. It is notable that some of these people do not know the Brazilian Sign Language (LIBRAS, from Língua Brasileira de Sinais). Some of them have never attended school or had contact with deaf users of LIBRAS. Generally, family members of the deaf are listeners and speakers of Portuguease and Terena, and the closest know the Terena signs. Some young people are studying in the city and are progressing in the use and knowledge of LIBRAS, but these same young people use other signs in the village with their listeners relatives, friends and other deaf people, who do not know LIBRAS. In last field trip in 2012, Terena signs were collected through photography and video, and were analyzed. It is necessary evaluate now the structure, morphology in the use of these signs and, if they really constitute a language. However, at that moment the linguistic aspects can not be more profound because a small amount of data was collected , and should be increased to the PhD research. I also observed the culture, education, Terena and deaf worldview, the relations of the deaf with their families, teachers, interpreters, friends and hearing society

Made available in DSpace on 2015-03-03T11:52:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2014-07-25Bitstream added on 2015-03-03T12:06:38Z : No. of bitstreams: 1 000807195.pdf: 2462524 bytes, checksum: 91686fbe11c74337c40fe57671eb8d82 (MD5) / O reconhecimento de atividade de visão de computador desempenha um papel importante na investigação para aplicações como interfaces humanas de computador, ambientes inteligentes, vigilância ou sistemas médicos. Neste trabalho, é proposto um sistema de reconhecimento de gestos com base em uma arquitetura de aprendizagem profunda. Ele é usado para analisar o desempenho quando treinado com os dados de entrada multi-modais em um conjunto de dados de linguagem de sinais italiana. A área de pesquisa subjacente é um campo chamado interação homem-máquina. Ele combina a pesquisa sobre interfaces naturais, reconhecimento de gestos e de atividade, aprendizagem de máquina e tecnologias de sensores que são usados para capturar a entrada do meio ambiente para processamento posterior. Essas áreas são introduzidas e os conceitos básicos são descritos. O ambiente de desenvolvimento para o pré-processamento de dados e algoritmos de aprendizagem de máquina programada em Python é descrito e as principais bibliotecas são discutidas. A coleta dos fluxos de dados é explicada e é descrito o conjunto de dados utilizado. A arquitetura proposta de aprendizagem consiste em dois passos. O pré-processamento dos dados de entrada e a arquitetura de aprendizagem. O pré-processamento é limitado a três estratégias diferentes, que são combinadas para oferecer seis diferentes perfis de préprocessamento. No segundo passo, um Deep Belief Network é introduzido e os seus componentes são explicados. Com esta definição, 294 experimentos são realizados com diferentes configurações. As variáveis que são alteradas são as definições de pré-processamento, a estrutura de camadas do modelo, a taxa de aprendizagem de pré-treino e a taxa de aprendizagem de afinação. A avaliação dessas experiências mostra que a abordagem de utilização de uma arquitetura ... (Resumo completo, clicar acesso eletrônico abaixo) / Activity recognition from computer vision plays an important role in research towards applications like human computer interfaces, intelligent environments, surveillance or medical systems. In this work, a gesture recognition system based on a deep learning architecture is proposed. It is used to analyze the performance when trained with multi-modal input data on an Italian sign language dataset. The underlying research area is a field called human-machine interaction. It combines research on natural user interfaces, gesture and activity recognition, machine learning and sensor technologies, which are used to capture the environmental input for further processing. Those areas are introduced and the basic concepts are described. The development environment for preprocessing data and programming machine learning algorithms with Python is described and the main libraries are discussed. The gathering of the multi-modal data streams is explained and the used dataset is outlined. The proposed learning architecture consists of two steps. The preprocessing of the input data and the actual learning architecture. The preprocessing is limited to three different strategies, which are combined to offer six different preprocessing profiles. In the second step, a Deep Belief network is introduced and its components are explained. With this setup, 294 experiments are conducted with varying configuration settings. The variables that are altered are the preprocessing settings, the layer structure of the model, the pretraining and the fine-tune learning rate. The evaluation of these experiments show that the approach of using a deep learning architecture on an activity or gesture recognition task yields acceptable results, but has not yet reached a level of maturity, which would allow to use the developed models in serious applications.

O continuum oralidade-escrita é um agente determinante e transformador da língua que, na modalidade escrita, é de grande importância para a comunicação dos surdos em função da dificuldade que possuem em desenvolver a língua oral. Esta pesquisa parte do pressuposto de que a habilidade escrita na língua padrão do país representa um instrumento importante para a inserção do surdo na sociedade e um meio útil de registro de idéias e pensamentos. Considerando que, ao concluir a escolarização básica, os estudantes devem estar aptos a utilizar a língua portuguesa na modalidade escrita, este estudo teve como objetivo investigar a ocorrência de marcas da oralidade na escrita de estudantes surdos do Ensino Médio. Especificamente, objetivou-se caracterizar a ocorrência de marcadores discursivos, repetições e parafraseamentos em surdos oralizados e não-oralizados e confrontar esses dados entre si e com ouvintes também estudantes do Ensino Médio. A população de estudo constou de quinze surdos oralizados e quinze surdos não-oralizados, com instalação pré-lingual da surdez de grau profundo bilateral, além de quinze ouvintes. Os participantes responderam a questionários compostos por seis perguntas, e a ocorrência das marcas de oralidade na escrita foi analisada quantitativa e qualitativamente nos três grupos. Além disso, foi realizado tratamento estatístico através do teste T-student. Os resultados mostraram uma maior utilização de marcadores discursivos, especialmente com função seqüenciadora, pelos surdos oralizados e ouvintes. Verificou-se diferença estatisticamente significante entre a média da quantidade de marcadores discursivos utilizados pelos surdos não-oralizados e pelos ouvintes. A repetição se mostrou mais recorrente entre os surdos oralizados. A forma integral e a posição adjacente predominaram nos três grupos. Quanto à função, prevaleceu a continuidade tópica entre os surdos e a compreensão entre os ouvintes. Foi pequena a ocorrência de parafraseamento na escrita dos participantes e os surdos não-oralizados não a apresentaram. Como conclusão, as marcas de oralidade se fizeram presentes na escrita dos surdos, sugerindo a ocorrência de relação oralidade/escrita nestes sujeitos, principalmente nos oralizados, a exemplo das realizações pelo ouvinte. O maior uso de marcas de oralidade, entre as quais se destacam os marcadores discursivos de função seqüenciadora e as condensações parafrásticas, sugere uma influência sobre a construção textual, particularmente com relação ao aspecto de coesão. Tendo em vista o fato de que o uso das marcas de oralidade constitui um fator de coesão textual, o uso destes recursos pode ser mais uma estratégia para se trabalhar a escrita do surdo, especialmente o não-oralizado, a fim de estimular a coesão das produções destes sujeitos. / The speaking-writing continuum is considered as an agent which determines and changes the language. The written language is important to the deaf communication because of their difficulty in developing the oral language. This research takes into account that written language is an important instrument to the deafs as members of society and a helpful way to register their ideas and thoughts. Considering that the students may be able to use written portuguese language at finishing basic school degree, this study aimed to investigate the occurrence of oral cues in the writing of the deaf in high school. Specifically, we aimed to characterize the discoursive markers, repetition and paraphrase occurring in oralized and non-oralized deaf people by comparing the results of written texts produced by these two groups and then with that of listeners. The sample of the research was composed by fifteen oralized deafs and fifteen non-oralized deafs with pre-lingual deafness on deep degree, and fifteen listeners. The three groups answered a question sheet with six questions in order to analize the oral marks in a quantitative and qualitative basis. The results were submitted to a statistical treatment by applying the T-student test. The results showed a major use of discoursive markers, especially of sequential function, by oralized deafs and listeners. A statistical significant difference between the average of quantity of discoursive markers used by non-oralized deafs and listeners was found. The repetition was used mainly by the oralized deafs. The whole form of repetition and its adjacent position on writing prevailed within the three groups. As for the function, the topical functioning continuity prevailed in the deafs and the comprehension function prevailed in the listeners. The occurence of paraphrase was small in the subjects writing and the nonoralized deafs had no occurence at all. To conclude, the orality marks were present in the deafs writing, suggesting the realization of the speaking/writing relation in these subjects, especially the oralized ones, as well as with the listeners. The major use of orality marks among the oralized deafs suggests the influence over text structure mainly related to textual cohesion. If we are to consider the use of orality marks as a factor of textual cohesion, these results can be the first step to optimize the deafs writing, mainly the non-oralized ones, in order to estimulate the cohesion on these subjects texts

Doctor of Philosophy / Psychological Sciences / Patrick A. Knight / This study was designed to examine the combined influence of feedback sign (i.e., positive or negative), feedback specificity, and goal orientation on individuals’ receptivity to performance feedback. Performance feedback is an often-prescribed solution to performance problems for both individuals and organizations, but evidence regarding its effectiveness as a mechanism for promoting positive outcomes has been mixed. It has been argued that one reason for the inconsistency in previous research findings may be a failure to adequately account for reactions to feedback (e.g., receptivity). Accordingly, this study focused on a series of variables with the potential to influence receptivity, in pursuit of a more comprehensive understanding of the feedback process. It was expected that individuals with certain achievement goal orientations would be more or less receptive to different characteristics of the feedback itself, and that the nature of the task being performed would further influence their willingness to accept feedback and implement task-relevant behavioral changes. Data were collected from 536 participants via Amazon’s Mechanical Turk marketplace. Participants completed the experiment in an online environment. Each participant was asked to complete a pair of error-detection tasks, focused on either mathematical computations or grammatical accuracy. Conditionally-assigned, fabricated feedback was provided after task performance on the initial trial. Surveys were used to assess goal orientation and feedback receptivity. Results indicated that greater feedback specificity was associated with greater receptivity to feedback. Analysis also revealed that feedback sign, feedback specificity, and goal orientation interact to influence receptivity, such that for performance-oriented individuals, specific positive feedback leads to the highest levels of receptivity and specific negative feedback prompts the lowest levels of receptivity. For mastery-oriented participants, however, specific feedback was associated with high levels of receptivity, regardless of whether that feedback was positive or negative. The results are discussed within the context of relative theoretical perspectives. Practical implications, promising avenues of future inquiry, and strengths and limitations of the research are discussed.

L’expérience sensorielle précoce atypique ou l’expertise dans un domaine sont des phénomènes connus pour modifier certains aspects du traitement visuel. La surdité précoce profonde et la pratique de la langue des signes pourraient ainsi être deux sources distinctes de modulation du traitement visuel. Cette thèse s’intéresse à déterminer l’impact respectif de la surdité et de l’impact de la langue des signes dans le traitement de l’espace visuel périphérique et le traitement des visages et des expressions faciales. Ces processus ont été choisis puisqu’ils sont sollicités dans la communication en langue des signes. En effet, les signes de paroles sont perçus par le champ visuel périphérique inférieur et il est en même temps nécessaire de porter une attention particulière au visage de son interlocuteur qui délivre des informations syntaxiques, grammaticales ou encore affectives indispensables à la compréhension du discours.Pour cela, une première série d’études explore l’effet de la surdité et de la langue des signes sur le traitement visuel périphérique et notamment dans l’espace périphérique inférieur. Les résultats montrent que la pratique de la langue des signes chez les entendants peut influencer des aspects spécifiques du traitement visuel de l’espace inférieur et que principalement la rapidité du traitement visuel de bas niveau. La deuxième série d’études explore l’effet de la surdité et de la langue des signes sur le traitement des visages et notamment la reconnaissance des visages et des expressions faciales. Les résultats montrent des différences dans la stratégie d’exploration des visages pour la reconnaissance des visages chez les sourds signeurs avec un effet de la pratique de la langue des signes dans les mécanismes de prise de décision de reconnaissance des visages. Enfin, la surdité associée à la pratique de la langue des signes ne semble pas affecter les seuils de catégorisation d’émotions. Les résultats de nos six études enrichissent la littérature actuelle sur la plasticité sensorielle chez les personnes sourdes signeuses et illustrent l’importance de contrôler systématiquement l’effet de la langue des signes puisqu’elle semble induire des modifications dans le traitement visuel qui lui sont propres. Mots clés : Surdité, langue des signes, plasticité visuelle, périphérie visuelle, reconnaissance des visages, reconnaissances des émotions / Our visual system presents some flexibility and experience has been shown to tune it. Early profound deafness and sign language experience can therefore be considered as two potential sources of visual plasticity. The aim of this thesis is to untangle the respective impact of deafness (or auditory deprivation) and sign language experience on peripheral visual field perception and face processing and facial expressions recognition; two crucial mechanisms for sign language communication. Signs are indeed perceived in the lower part of the peripheral visual field and faces provided syntactic, grammatical or affective information to precise or nuances linguistic gestures. A first series of studies explores deafness and sign language experience effects on peripheral visual perception and more particularly in the lower visual space from basic to more complex visual processing. Results suggest that sign language experience in hearing population can affect some aspect of lower visual field processing and that early deafness mainly increase speed of low-level visual processing. The second series of studies explores deafness and sign language experience impact on face processing and more particularly on face recognition and expression recognition. Results suggest a difference in gaze strategy to explore and recognize face in deaf signers supported by a shift in decision-making strategy in both deaf and hearing signers for face recognition. Finally, deafness combined to sign language experience doesn’t seem to affect thresholds for facial expression recognition and categorization. Altogether the results from these six studies provide new insight in our current knowledge about visual perception in early deaf signers and highlight the importance to systematically control sign language experience since its experience can have an impact in both hearing and deaf signers. Key words: Deafness, sign language, visual plasticity, visual periphery, face recognition, facial expression recognition

Le rapport que l’Humanité entretient avec la chevelure relève de l’invariant. Comme d’autressociétés, le monde grec antique s’est approprié ce rapport, l’a pensé d’une manière spécifique,l’investissant de valeurs et de symboles qui lui étaient propres et qui reflétaient son fonctionnementsocial et culturel, ses représentations concernant le monde des hommes, des dieux et leurs relations.Pour appréhender la place qu’occupe cet attribut physique en Grèce, de l’âge archaïque à la périodehellénistique, il est nécessaire d’explorer ce que les sources, essentiellement littéraires, maiségalement dans une moindre mesure iconographiques, en disent et en donnent à voir. En observantle vocabulaire en contexte, il est possible de mettre en lumière les conceptions, les connotations, lesimages que génère la chevelure, ainsi que les valeurs dont elle se trouve investie, entre signe etsymbole : se dessine ainsi un véritable langage capillaire. Pour les Grecs, la chevelure mais aussiles poils présentent des liens étroits avec le domaine du tissage, du végétal et de l’animal, enparticulier avec le cheval ; ces liens révèlent une part importante de leur imaginaire. L’apparencecapillaire de référence, toute en longueur éclatante, en ondulation et en mouvement, indice dejeunesse et d’excellence, de force, de virilité et de panache, est celle des dieux et des figureshéroïques, modèles dont s’inspire l’élite aristocratique. Autour de cette norme, la chevelurecontribue à identifier, distinguer et hiérarchiser le sauvage et le civilisé, l’ordre et le désordre, maisaussi à dire, à travers les violences dont elle est souvent l’objet, les souffrances ou la négation del’être. Ornement dont la coiffure harmonieuse constitue un trait fondamental, la chevelure touche aukosmos, agencement et parure; désignant par analogie certains phénomènes et corps astraux, elleparticipe alors tout à la fois à construire et à refléter l’ordre et la beauté de l’univers. / The relation that mankind has with hair falls under the invariant. Like other societies, the ancientGreeks have appropriated and thought this relation in a specific way. They have invested it withvalues and symbols of its own, which reflected its social and cultural functioning, its views of theworld of men, gods and their relationships. To understand the place of this physical attribute inGreece, from the Archaic to the Hellenistic Age, we need to explore what sources say and showabout it. They are mostly literary ones but also iconographic ones to a lesser extent. A close study ofvocabulary in context enables us to bring out ideas, connotations and images generated by hair, andthe values it is invested with, between sign and symbol. Thus a true capillary language is beingdrawn. For the Greeks, hair but also bristles are closely connected to weaving, plants and animals,especially horses ; these links reveal an important part of their imagination. Capillary appearance,full of length and brightness, of ripple and motion, as an indication of youth and excellence,strength, virility and panache, belongs to gods and heroic figures ; indeed the aristocratic elite isinspired by their models. Around this standard, hair helps to identify, to distinguish and to rank thewild and the civilized, order and disorder, but also helps to express the suffering or the denial of abeing, through the acts of violence it often undergoes. As an ornament whose harmonious hairstyleis a fundamental feature, hair reaches the kosmos, as a layout and an adornment ; by analogy, itrefers to certain astral phenomena and bodies and at the same time, it thus participates in buildingand reflecting the order and beauty of the universe.

INTRODUÇÃO: Estudos apontam para a importância da aquisição da Língua de Sinais por crianças Surdas o mais cedo possível para o desenvolvimento de linguagem, cognitivo, social e emocional. Porém, poucas dentre estas crianças têm acesso a esta língua em seu ambiente familiar, pois 95% das crianças Surdas são filhas de pais ouvintes. Um programa de intervenção Bilíngue para crianças Surdas, que proporcione o uso da Língua de Sinais como primeira língua (L1) e o português escrito e oral como segunda língua (L2), pode prover à criança um ambiente favorável ao seu desenvolvimento. Esta pesquisa teve o objetivo de analisar um programa de intervenção Bilíngue para crianças Surdas, na ótica de seus pais ouvintes, com referência ao apoio que receberam dos profissionais envolvidos neste e nas mudanças ocorridas na comunicação com seus filhos depois da participação no programa. MÉTODOS: Foi elaborado um roteiro de entrevista semi-estruturado, que compreendeu os seguintes aspectos: trajetória da família desde o momento da suspeita da Surdez até a entrada no programa Bilíngue; meios e qualidade da comunicação dos familiares com as crianças Surdas; concepção sobre a Surdez e relacionamento familiar. As entrevistas foram realizadas com 17 mães e 1 pai ouvintes, de crianças Surdas com idade entre 5 e 7 anos, que participaram do programa por pelo menos dois anos. A metodologia compreendeu análises quantitativa e qualitativa dos dados coletados nas entrevistas. Foi traduzida e adaptada uma escala de 0 a 10 em que os pais atribuíram nota a seus filhos em situações comunicativas antes e depois da participação no programa Bilíngue. Os resultados das avaliações foram submetidos a tratamento estatístico. As entrevistas foram analisadas qualitativamente com o Discurso do Sujeito Coletivo, selecionando-se as expressões-chave e as ideias centrais dos discursos individuais de todos os pais participantes. RESULTADOS: Com relação à suspeita da Surdez, os resultados indicaram que as mães foram responsáveis em 38,9%, seguida pelos pais por 22,2% e o restante por médicos e outros familiares. A idade das crianças, em média, era de 12,3 meses no momento da suspeita da Surdez e 19,91 meses no momento do diagnóstico. Para a maioria dos pais, tanto o primeiro contato com um Surdo adulto como o aprendizado da Língua de Sinais foram propiciados pelo programa Bilíngue. Houve melhoras significativas, na opinião dos pais, com relação à comunicação e ao relacionamento com os filhos Surdos. Os resultados também mostraram 100% de aceitação da Língua de Sinais pelos pais. Com relação à fluência dos pais no uso da Língua de Sinais, 77,8% destes se autoavaliaram com nota acima de 7. Também ocorreram mudanças positivas para todos os pais na dinâmica da vida familiar e quanto à expectativa de futuro dos filhos Surdos. Os Discursos do Sujeito Coletivo dos pais revelaram o impacto que sofreram ao receber o diagnóstico da Surdez dos filhos, as melhoras observadas por eles na comunicação com seus filhos e destes com outros familiares. Os resultados também mostraram a importância da interação destes pais com Surdos adultos e as mudanças positivas ocorridas em suas vidas e de seus filhos decorrentes de sua participação no programa. CONCLUSÕES: O programa Bilíngue promoveu melhora na comunicação entre as crianças Surdas e seus familiares ouvintes, no comportamento geral das crianças, no relacionamento intrafamiliar, na expectativa de futuro dos pais com relação a seus filhos Surdos e na qualidade de vida destas famílias . / INTRODUCTION: Studies indicate the importance of Deaf children acquiring Sign Language as early as possible for purposes of language, cognitive, social and emotional development. However, few children have access to this in the family environment, since 95% of Deaf children have hearing parents. A program of bilíngual intervention for Deaf children that offers the use of Sign Language as a first language (L1) and written and spoken Portuguese as a second language (L2) can provide children with a favorable environment for their development. This research aimed to analyze a program of Bilíngual intervention for Deaf children from the viewpoint of their hearing parents, with reference to the support they received from the professionals involved and the communication with their children before and after participation in the program. METHODS: A semi-structured interview was designed, covering the following aspects: family trajectory from the moment when it suspected the deafness to the moment when it entered the Bilíngual program; means and quality of communication between family members and the Deaf children; conception of Deafness; and family relationship. Interviews were conducted with 17 hearing mothers and 1 hearing father of Deaf children aged between 5 and 7 years old, who participated in the program for at least two years. The methodology included quantitative and qualitative analyses of the data gathered during the interviews. A 0 to 10 scale was translated and adapted for the parents to grade their children in communicative situations before and after participation in the bilíngual program. The results of the evaluations underwent statistical treatment. The interviews were qualitatively analyzed using the Discourse of the Collective Subject, selecting the key expressions and central ideas of the individual discourses of all participating parents. RESULTS: With regard to the suspicion of Deafness, the results indicated that mothers were responsible in 38.9% of cases, followed by fathers (22.2%) and doctors and other family members in the remaining cases. Children were aged 12.3 months on average at the moment of the suspicion of Deafness, and 19.91 months on average at the moment of the diagnosis. For most parents the first contact with Deaf adults and the learning of Sign Language were provided by the Bilíngual program. There was significant improvement in parents opinion in relation to the communication and relationship with their Deaf children. The results also showed an acceptance level of Sign Language by parents of 100%. As for parents fluency in Sign Language, 77.8% self-evaluated with a score above 7. There also occurred positive changes for all parents in the dynamics of family life and as to the expectation of their Deaf childrens future. Parents Discourses of the Collective Subject revealed the impact they suffered upon receiving the diagnosis of their childrens Deafness, the improvement observed by them in the communication with their children, and between their children and other relatives. The results equally demonstrated the importance of contact with Deaf adults and the positive changes that took place in their lives and in their childrens lives as a result of their participation in the program. CONCLUSIONS: The Bilíngual program promoted improvements in communication between Deaf children and their hearing family members, in childrens behavior, in the intra-family relationship, in hearing parents expectation of their Deaf childrens future and in families quality of life