O objetivo deste trabalho é apresentar uma leitura do romance Drácula, do escritor irlandês Bram Stoker, publicado em 1897. O propósito do estudo é identificar os arquétipos e imagens predominantes em Drácula, mostrando em que medida eles representam questões pertinentes à sociedade vitoriana e aos públicos receptores que obra teve desde então. A obra é publicada em um momento histórico que se configura ponto crucial na conflituada transição entre os antigos valores rurais britânicos e os da moderna sociedade urbana contemporânea, e a conseqüência desta transição é uma mudança drástica no código comportamental britânico. Diversos elementos desta transformação podem ser identificados nas representações simbólicas encontradas no romance de Stoker, e a voracidade com que a obra é consumida pelos leitores desde a época vitoriana se configura sintoma das premências decorrentes da excessiva repressão daquele período. A análise do arquétipo do vampiro e das imagens arquetípicas apresentadas em Drácula se dará predominantemente através do exame das implicações psicológicas e antropológicas ligadas ao imaginário do Sangue. O embasamento teórico se ampara nas contribuições prestadas por Carl Gustav Jung e Gilbert Durand. A dissertação vem subdividida em três capítulos. Na primeira parte do capítulo um apresento as contextualizações referentes a certos fenômenos observados na sociedade vitoriana, especialmente no que tange às implicaturas de gênero no código comportamental da época, e na segunda apresento contextualizações referentes a personagens históricos que influenciaram Bram Stoker na criação de seu personagem principal. No segundo capítulo, remeto ao embasamento teórico, apresentando os conceitos definidos por Jung nos quais a leitura do capítulo 3 se ampara, bem como analiso símbolos, imagens e arquétipos em Drácula de acordo com os regimes da imaginação propostos por Durand. No terceiro capítulo ofereço minha leitura do romance, na qual identifico e analiso imagens e símbolos do Sangue presentes no romance. Na conclusão, apresento as últimas considerações, com o intuito de ratificar as fortes ligações que se estabelecem entre os significados velados inscritos no romance e as vivências da sociedade receptora, tendo como base o mito do vampiro e sua associação com o imaginário do sangue na tentativa de explicar a bemsucedida e contínua recepção do romance. / The aim of this thesis is to present a reading of Dracula, published in 1897 by the Irish author Bram Stoker. The purpose of the investigation is to identify the predominant archetypes and images in Dracula, showing to what extent they represent relevant issues to Victorian society and the audiences the novel has had since then. The work is published in a crucial historical moment, during which the British traditional rural values are replaced by modern and urban ones. A major consequence of such a transition is a drastic change in the British behavioral code. Several elements in such a transformation can be identified in Stoker’s novel, and the eagerness with which the work was accepted by Victorian audiences is a symptom of the needs that resulted from the excessive repression from that period. The analysis of the archetype of the vampire and the archetypal images presented in Dracula unfolds predominantly through the examination of the psychological and anthropological implications connected to blood imagery. The main theoretical tools come from the studies of Carl Gustav Jung and Gilbert Durand. The thesis is subdivided in three chapters. In the first part of chapter one I present some contextualization referring to certain phenomena perceived in the Victorian society, mainly the ones regarding the gender implications in the behavioral code of the time, and in the second part I present contextualization connected to historical characters who influenced Bram Stoker in the creation of his main character. In chapter two I present the theoretical approach, introducing the concepts defined by Jung upon which the reading in chapter 3 is based. I also analyze symbols, images and archetypes in Dracula according to the orders of the image proposed by Durand. In chapter three I offer my reading, identifying and analyzing blood images and symbols in the novel. In the conclusion, I present the final considerations, with the purpose of ratifying the strong bonds connecting the underlying meanings present in the novel and the life experience of the audience, having as a basis the myth of the vampire and its association to the blood imaginary, in an attempt to explain the successful and continuous reception of the novel.

Num empenho em levar a psicologia para além da clínica, James Hillman resgatou a ideia platônica de anima mundi (alma do mundo) e a colocou na base de suas reflexões sobre cidade e alma. Nesta perspectiva, não apenas os seres humanos, mas o mundo e as coisas do mundo, inclusive as cidades e os lugares, possuem alma. Dizer que todas coisas possuem alma, significa dizer que, por meio de sua apresentação sensorial, as coisas exibem sua imagem interior, sua presença como realidade psíquica, e se colocam à disposição de nossa imaginação. Com essas ideias em mente esta pesquisadora recebeu um chamado e foi conhecer o Jardim Pedramar, bairro localizado na periferia da cidade de Jacareí (SP), recorte da cidade que foi eleito para a realização desta investigação. Adotando como método a etnografia sensorial, proposta por Sarah Pink, segundo a qual o etnógrafo adquire conhecimento com seu corpo inteiro, experimentando, a pesquisadora conviveu com os moradores do lugar durante três anos e meio, registrando em imagens tudo o que via e experimentava. A investigação culminou na edição do documentário Jardim Pedra MareAlma, em parceria com alguns moradores do lugar, cujo processo de produção acabou se configurando uma intervenção via imagens. Neste trabalho, e no documentário, pode-se ver que, no Jardim Pedramar as pessoas dançam moçambique, compõem músicas e escrevem poesias homenageando o bairro, grafitam muros e cuidam do meio ambiente, desenvolvendo um patrimônio cultural e de resistência que os ajuda a lidar com a falta de saneamento básico, escolas, equipamentos de lazer e unidade básica de saúde. Os moradores do Jardim Pedramar cultivam a alma do lugar, na medida em que se envolvem com ele, prestam atenção àquele território de imagens e procuram dar sentido a elas. Percebe-se, no Jardim Pedramar, que é possível conjugar vulnerabilidade e felicidade, duas qualidades da alma que raramente imaginamos estarem presentes ao mesmo tempo. Refletindo sobre essa experiência, à luz da psicologia analítica e da psicologia arquetípica, constatou-se que as imagens no mundo são um meio privilegiado de acesso à alma de um lugar, pois permitem um olhar poético e metafórico para suas coisas, criando cultura psicológica e formas de viver. Por meio desta investigação, foi possível constatar também, que a etnografia sensorial é uma metodologia que permite estudar e compreender a alma de um lugar / In an effort to take psychology beyond the clinic, James Hillman rescued the platonic idea of anima mundi (soul of the world) and placed it at the base of his reflections on city and soul. In this perspective, not only human beings, but the world and the things of the world, including cities and places, have soul. To say that all things have soul means to say that through their sensorial presentation things exhibit their inner image, their presence as psychic reality, and are put at the disposal of our imagination. With these ideas in mind this researcher received a calling and got to know Jardim Pedramar, a neighborhood located on the outskirts of the city of Jacareí (SP), a part of the city that was chosen to carry out this research. Utilizing as a method the sensory ethnography, proposed by Sarah Pink, according to which the ethnographer acquires knowledge with his/her entire body, experimenting, the researcher lived closely with the local residents for three and a half years, recording via images everything they saw and experienced. The investigation culminated in the edition of the documentary \"Jardim Pedra MareAlma\" (Stone, Sea and Soul- Garden), in partnership with some local residents, whose production process ended up being an intervention via images. In this work, and in the documentary, one can see that in Jardim Pedramar people dance to Mozambique, compose songs and write poetry honoring the neighborhood, graffiti walls and take care of the environment, developing a cultural and residence heritage that helps them cope with lack of basic sanitation, schools, leisure equipment and a basic health unit. The residents of Jardim Pedramar cultivate the soul of the place, as they become involved with it. They pay attention to that territory of images and try to make sense of them. One can see in Jardim Pedramar that it is possible to combine vulnerability and happiness, two qualities of the soul that we rarely imagine to be present at the same time. Reflecting on this experience, in the light of analytical and archetypal psychology, it has been found that images in the world are a privileged means of accessing the soul of a place, since they allow a poetic and metaphorical look at their things, creating psychological culture and ways of living. Through this research, it was also possible to verify that sensorial ethnography is a methodology that allows us to study and understand the soul of a place

Made available in DSpace on 2016-08-17T13:54:06Z (GMT). No. of bitstreams: 1 Josenildo Brussio.pdf: 2379471 bytes, checksum: c8fc731b8d521df9f2799a0a91246335 (MD5) Previous issue date: 2008-02-26 / Approach the relationship between teacher and student in the hall-of-classroom by the Theory of Imaginary, aiming to seize the archetypal images that permeate the relationship between students and teachers in the teaching-learning process. As theoretical reference and methodological tools, we expect isotopic classification of images of Gilbert Durand (1997), the poetic of dreams and poetic of the area of Gaston Bachelard (2006/1998) and the concept of archetypes of Carl Jung (1996). Still use the design freedom and the narrative, in addition to the questionnaire open and the observation of the field for the capture of images. Thus, we reviewed them and found that if organized into three main areas: 1 - images for the school, 2 - images for the teacher and 3 - images for the student. Also noticed that the images suggested a possible enchantment exist in the relationship between teachers and students in the teaching-learning process. / Aborda-se a relação entre professor e aluno na sala-de-aula pela Teoria do Imaginário, objetivando apreender as imagens arquetípicas que permeiam essa relação entre discentes e docentes no processo ensino-aprendizagem. Como referencial teórico e instrumentos metodológicos, contamos com a classificação isotópica das imagens de Gilbert Durand (1997), as poéticas do devaneio e do espaço de Gaston Bachelard (2006/1998) e a noção de arquétipos de Carl Jung (1996). Utilizamos ainda o desenho livre e a narrativa, além do questionário aberto e a observação de campo para a captação de imagens. Dessa forma, pudemos analisá-las e constatamos que se organizavam em três grandes eixos: 1 - imagens referentes à escola, 2 - imagens referentes ao professor e 3 - imagens referentes ao aluno. Percebemos ainda que as imagens sugeriram existir um possível encantamento na relação entre professores e alunos no processo ensino-aprendizagem.

The thesis addresses analysis of stories and narrative in relation to the subject of gender. This analysis primarily deals with fairy tale The Beauty and the Beast by Disney. The first part is about general theoretical basis for my thesis and about the most important authors in this field. Archetypes and logocentrism topics are dealt with partially as well. The foundations of the first part are however literary and motion-picture feministic theories, also the concept of the myth of beauty. In the practical part sequences of the The Beast and the Beauty are studied. Findings described in theoretical part is utilized here and the marked and subtle influence of androcentric culture on style and content of the story is shown.

Disney's Hercules is an apt modern reception of the ancient mythology of Herakles, acknowledging ancient and modern sources surrounding three types of classical hero: the archetypal hero, influenced by the ideas of Joseph Campbell; the Pan-Hellenic hero, distilled from ancient Greek exempla of heroism from epic and other genres of ancient literature; and the tragic hero, inspired by the heroic criteria presented in Aristotle's Poetics. By adapting these heroic types from their traditional ancient source myths, Disney's Hercules produces a new, contemporary definition of heroism—one informed by modern, Western family values. This adaptation renews the power of the myth of Herakles for a modern era, whose image and characteristics have been changed and adapted since ancient times to suit each receiving culture's conception of true heroism.

<p>The increasing volume and availability of Electronic Health Records (EHRs) open up opportunities for computational models to improve patient care. Key factors in improving patient outcomes include identifying patient sub-groups with distinct patient characteristics and providing personalized treatment actions with expected improved outcomes. This thesis investigates how well-formulated matrix decomposition and causal inference techniques can be leveraged to tackle the problem of disease sub-typing and inferring treatment recommendations in healthcare. In particular, the research resulted in computational techniques based on archetypal analysis to identify and analyze disease sub-types and a causal reinforcement learning method for learning treatment recommendations. Our work on these techniques are divided into four part in this thesis:</p> <p><br></p> <p>In the first part of the thesis, we present a retrospective study of Sepsis patients in intensive care environments using patient data. Sepsis accounts for more than 50% of hospital deaths, and the associated cost ranks the highest among hospital admissions in the US. Sepsis may be misdiagnosed because the patient is not thoroughly assessed or the symptoms are misinterpreted, which can lead to serious health complications or even death. An improved understanding of disease states, progression, severity, and clinical markers can significantly improve patient outcomes and reduce costs. We have developed a computational framework based on archetypal analysis that identifies disease states in sepsis using clinical variables and samples in the MIMIC-III database. Each identified state is associated with different manifestations of organ dysfunction. Patients in different states are observed to be statistically significantly composed of distinct populations with disparate demographic and comorbidity profiles. We furthermore model disease progression using a Markov chain. Our progression model accurately characterizes the severity level of each pathological trajectory and identifies significant changes in clinical variables and treatment actions during sepsis state transitions. Collectively, our framework provides a holistic view of sepsis, and our findings provide the basis for the future development of clinical trials and therapeutic strategies for sepsis. These results have significant implications for a large number of hospitalizations.</p> <p><br></p> <p><br></p> <p>In the second part, we focus on the problem of recommending optimal personalized treatment policies from observational data. Treatment policies are typically based on randomized controlled trials (RCTs); these policies are often sub-optimal, inconsistent, and have potential biases. Using observational data, we formulate suitable objective functions that encode causal reasoning in a reinforcement learning (RL) framework and present efficient algorithms for learning optimal treatment policies using interventional and counterfactual reasoning. We demonstrate the efficacy of our method on two observational datasets: (i) observational data to study the effectiveness of right heart catheterization (RHC) in the initial care of 5735 critically ill patients, and (ii) data from the Infant Health and Development Program (IHDP), aimed at estimating the effect of the intervention on the neonatal health for 985 low-birth-weight, premature infants. For the RHC dataset, our method's policy prescribes right heart catheterization (RHC) for 11.5% of the patients compared to the best current method that prescribes RHC for 38% of the patients. Even with this significantly reduced intervention, our policy yields a 1.5% improvement in the 180-day survival rate and a 2.2% improvement in the 30-day survival rate. For the IHDP dataset, we observe a 3.16% improvement in the rate of improvement of neonatal health using our method's policy.</p> <p><br></p> <p>In the third part, we consider the Supervised Archetypal Analysis (SAA) problem, which incorporates label information to compute archetypes. We formulate a new constrained optimization problem incorporating Laplacian regularization to guide archetypes towards groupings of similar data points, resulting in label-coherent archetypes and label-consistent soft assignments. We first use the MNIST dataset to show that SAA can can yield better cluster quality over baselines on any chosen number of archetypes. We then use the CelebFaces Attributes dataset to demonstrate the superiority of SAA in terms of cluster quality and interpretability over competing supervised and unsupervised methods. We also demonstrate the interpretability of SAA decompositions in the context of a movie rating application. We show that the archetypes from SAA can be directly interpreted as user ratings and encode class-specific movie preferences. Finally, we demonstrate how the SAA archetypes can be used for personalized movie recommendations. </p> <p><br></p> <p>In the last part of this thesis, we apply our SAA technique to clinical settings. We study the problem of developing methods for ventilation recommendations for Sepsis patients. Mechanical ventilation is an essential and commonly prescribed intervention for Sepsis patients. However, studies have shown that mechanical ventilation is associated with higher mortality rates on average, it is generally believed that this is a consequence of broad use of ventilation, and that a more targeted use can significantly improve average treatment effect and, consequently, survival rates. We develop a computational framework using Supervised Archetypal Analysis to stratify our cohort to identify groups that benefit from ventilators. We use SAA to group patients based on pre-treatment variables as well as treatment outcomes by constructing a Laplacian regularizer from treatment response (label) information and incorporating it into the objective function of AA. Using our Sepsis cohort, we demonstrate that our method can effectively stratify our cohort into sub-cohorts that have positive and negative ATEs, corresponding to groups of patients that should and should not receive mechanical ventilation, respectively. </p> <p>We then train a classifier to identify patient sub-cohorts with positive and negative treatment effects. We show that our treatment recommender, on average, has a high positive ATE for patients that are recommended ventilator support and a slightly negative ATE for those not recommended ventilator support. We use SHAP (Shapley Additive exPlanations) techniques for generating clinical explanations for our classifier and demonstrate their use in the generation of patient-specific classification and explanation. Our framework provides a powerful new tool to assist in the clinical assessment of Sepsis patients for ventilator use.</p>

Ce travail part du constat d’une crise persistante de l’institution scolaire française fondée sur le modèle républicain. Dès les années 1970, les sociologues « conflictualistes » ont disséqué et dénoncé les mécanismes qui font de l’école un facteur de reproduction des inégalités sociales. Au fil des gouvernements successifs ont été mises en œuvre de multiples politiques éducatives souvent au détriment de la cohérence et de l’efficacité. Les enjeux de la massification ont également pesé sur l’organisation et l’efficacité de l’école. De multiples indices révèlent une dégradation du climat scolaire ainsi qu’une baisse récurrente des performances scolaires des élèves, ainsi que le montrent notamment les enquêtes du Programme international pour le suivi des acquis des élèves (PISA). L’école française, formatée sur les valeurs de la modernité, apparaît aujourd’hui en rupture avec l’environnement sociétal et en perte d’efficacité.Il est proposé une analyse du phénomène à la lumière du paradigme de la postmodernité. L’institution scolaire fonctionne selon un système de valeurs hérité de l’époque moderne, caractérisée par la rationalité et la verticalité, l’individu étant supposé se conformer à un modèle. Ces valeurs, à l’image des institutions républicaines traditionnelles, apparaissent saturées et ne fonctionnent plus. Or, l’époque postmoderne se caractérise par l’émergence d’une topique de l’horizontalité, une nouvelle conception de l’altérité, une éthique de l’instant, une nouvelle conception de l’altérité. On observe également une résurgence d’archaïsmes et des valeurs du sensible. Cet ensemble de phénomènes, caractéristique des tendances à l’œuvre dans les sociétés postmodernes, opère une mutation des mentalités et des représentations, notamment chez les jeunes. En restant imperméable à ce nouvel environnement sociétal, l’institution scolaire républicaine est en discordance avec les individus qu’elle est en charge de former, et de ce fait, se disqualifie, devient inadaptée et « imperformante ».Une mutation pédagogique s’est amorcée au cours du 20ème siècle, grâce aux apports de la psychologie, et en premier lieu du constructivisme, dans le sens d’une meilleure mobilisation des fonctions psychologiques de l’individu en faveur de l’apprentissage. A partir des années 1960, l’évolution de la pédagogie a pu s’appuyer sur les travaux des psychologues humanistes qui ont amélioré la compréhension les mécanismes de la motivation et mis en évidence l’importance de concepts tels que l’estime de soi. Ces concepts ont contribué à une mutation pédagogique, qui s’est par ailleurs appuyée sur les recherches « processus-produits » ainsi que sur les pratiques réflexives d’enseignants. Cependant il apparaît manifestement que les apports de la psychologie et les résultats de ces recherches sont insuffisamment intégrés concrètement dans le processus éducatif en France.En tout état de cause, il demeure que la mutation pédagogique est inachevée tant que l’école ne se met pas au diapason de l’environnement sociétal. Selon le paradigme des théories de Jung appliquées à l’éducation, nous mettons l’accent sur le caractère archétypal de la relation enseignant-élève. Nous soulignons en outre des convergences avec les théories sur l’imaginaire. Nous entendons démontrer que la mise en œuvre appropriée d’une éducation « archétypale », tirant parti de la sensibilité, de l’intuition, de l’empathie et de la mise en résonance constitue un puissant vecteur d’éducation. La voie recherchée est celle de l’initiation de l’élève à la connaissance et à la valorisation de ses potentiels personnels. L’instauration d’une telle relation éducative repose actuellement sur une démarche individuelle de l’enseignant. Elle implique de ce dernier un travail préalable d’auto analyse. En conclusion, l’incorporation de ces concepts dans l’organisation de l’institution éducative... / This research starts from the observation of an ongoing crisis of French educational institution based on the republican model. By the 1970s, the "conflictualists" sociologists have studied and denounced the mechanisms that make the school a factor of the continuation of social inequality. Previous governments have implemented numerous educational policies often at the expense of consistency and efficiency. The challenges of dealing with a massive system and efficiency of the school. There are indications of deterioration in the school climate as well as recurrent lower academic performance of students, as shown by surveys such as Program for International Student Assessment (PISA). French schools based on modern values at odds with the social environment and loss of efficiency.We propose to conduct an analysis of the French schools in the light of the paradigm of postmodernity. French educational institution operates on a system of values inherited from the modern era, characterized by rationality and verticality, (i.e. transfer of knowledge from the top down) the individual is expected to conform to a model. These values, like traditional republican institutions are obsolete and no longer work. However, the postmodern era is characterized by the emergence of a topical horizontality (i.e. learning from your peers and your teacher), a new concept of interpersonal relationships and communication with each other. There is also a resurgence of archaic and sensitive values. These are phenomena characteristic of trends in postmodern societies, influencing attitudes and representations, particularly among young people. Remaining impervious to the new social environment, the Republican school institution is in discordance with the people in which is in charge of training, and thus, becomes inadequate and "unperformant."Pedagogical transformation began in the 20th century, thanks to the contributions of psychology, including constructivism in the sense of a better mobilization of psychological functions of the individual. From the 1960s, the evolution of pedagogy in theory relies on the work of humanist psychologists who have improved the understanding of the mechanisms of motivation and highlighted the importance of concepts such as self-esteem. These concepts have contributed to educational changes, which have supported research on "process-product" and the reflective practices of teachers. However, it clearly appears that the contributions of psychology and the results of these studies are insufficiently integrated practice in the educational process in France.The fact remains that educational change is incomplete as the school is not attuned to the social environment. The paradigm theories of Jung applied to education, focused on the archetypal nature of the teacher-student relationship. In addition, we further stress, convergence with theories of imagination. We intend to demonstrate that the proper implementation of an "archetypal" education, leveraging the sensitivity, intuition, empathy and the “resonance” is a powerful contributor to education. The goal is to seat the connection between student knowledge and enhancement of personal potential. The establishment of such an educational relationship is currently based on an individual approach of the teacher including their own self analysis in order to improve the transfer of knowledge.In conclusion, the incorporation of these concepts in the organization of the educational institution would require a thorough overhaul of the educational process, but also the recruitment and training of teachers.

Made available in DSpace on 2016-04-28T20:39:26Z (GMT). No. of bitstreams: 1 Juliano M Amui.pdf: 1077689 bytes, checksum: 92a4aab08e9fc9b5de506ca860c4f782 (MD5) Previous issue date: 2007-05-17 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This study approaches the symbolism of wine from its archetypal foundations, searching to understand its purpose and meanings to the subjective psyche. The work begins with the explanation of the concept of psyche on the analytical psychology s point of view, as well as the notion of psychic image in its personal and archetypal aspect, aiming at clarifying the idea of archetypal image. After that, using the constructive-synthetic or amplification method, developed by Carl Gustav Jung, the wine is tackled while image, based on the history of the civilizations. The following archetypal lines: wine and nature x culture, wine and sexuality, wine and drunkenness, wine and spirit and wine and transformation, are considered in elapsing of the work, allowing the dialogue between the archetypal inherent in the image of wine and its psychological phenomenology, that is, the purpose of its advent, as well as its meanings while images of dreams and fantasies. The contents amplified by the synthetic-constructive method of Jung are analyzed in accordance with central concepts of the analytical psychology. Finally, the author discusses the information raised, clarifying and punctuating the aspects of wine that characterize it as an archetypal image / Este estudo aborda o simbolismo do vinho, a partir de seus fundamentos arquetípicos, buscando compreender sua finalidade e seus significados para a psique subjetiva. O trabalho inicia com a explanação da concepção de psique para a psicologia analítica, bem como a noção de imagem psíquica em seu aspecto pessoal e arquetípico, visando esclarecer a idéia de imagem arquetípica. Em seguida, utilizando o método sintético - construtivo ou de amplificação, desenvolvido por Carl Gustav Jung, o vinho é abordado enquanto imagem, com base na história das civilizações. As seguintes linhas arquetípicas: vinho e natureza x cultura, vinho e sexualidade, vinho e embriaguez, vinho e espírito e vinho e transformação são consideradas no decorrer do trabalho, permitindo o diálogo entre o arquetípico inerente à imagem do vinho e sua fenomenologia psicológica, ou seja, a finalidade do seu aparecimento, assim como os seus significados nas imagens dos sonhos e das fantasias. Os conteúdos amplificados pelo método sintético - construtivo de Jung são analisados de acordo com os conceitos centrais da psicologia analítica. Por fim, o autor discute as informações levantadas, esclarecendo e pontuando os aspectos do vinho que o caracterizam como imagem arquetípica

Made available in DSpace on 2016-04-28T20:40:03Z (GMT). No. of bitstreams: 1 Eloisa Marques Damasco Penna.pdf: 749595 bytes, checksum: 986205531064ee24b936a2a31163379a (MD5) Previous issue date: 2009-05-15 / The objective of this study was to propose a research method for analytical psychology and for such an investigation was undertaken into the academic production in analytical psychology doctorate thesis and masters dissertations at two Brazilian universities PUC-SP and USP from 2002 through 2007. The material collected was analyzed based on the methodological guidelines for the Jungian paradigm. The analysis of the research projects identified the main methodological procedures adopted by the researchers, both for collecting and for interpreting the data, and the articulation between the objective of the research, the phenomenon selected as the object of research and the methodological procedures used to collect and analyze the material; the most frequent research modules were identified together with the main difficulties faced by the researchers in undertaking their research. Based on an analysis of the material collected, a research method for investigation into analytical psychology was proposed. The research process, within the Jungian paradigm, includes stages for apprehending and comprehending phenomena, during which methodological procedures and resources are used that are compatible with the basic guidelines for the paradigm, which include symbolic amplification. Special attention was given to the researcher s participation in the process, considering his/her function and academic background and more importantly, the development of a symbolic attitude to approach the work and within the relationship researcher-researched . This research also identifies the main risk that the research activity presents to the contemporary Jungian researcher, and consequently, the care that needs to be taken during the research process. Finally, the ethical implications of scientific activity in general are discussed, and particularly in the work of Jungian researchers. The research method in analytical psychology, given its characteristics, epistemology and methodologies, is referred to as an archetypical symbolic procedure / Com o objetivo de fazer uma proposta de método de pesquisa em psicologia analítica, foi feito um levantamento da produção acadêmica nesta abordagem teses de doutorado e dissertações de mestrado em duas universidades brasileiras PUC-SP e USP no período de 2002 a 2007. O material coletado foi analisado, a partir das diretrizes metodológicas do paradigma junguiano. A análise das pesquisas destacou os principais procedimentos metodológicos utilizados pelos pesquisadores, tanto na coleta como na interpretação dos dados. A articulação entre o fenômeno eleito com o objeto de pesquisa, o objetivo e os procedimentos metodológicos de coleta e análise do material propiciou a identificação das modalidades de pesquisa mais frequentes e as principais dificuldades dos pesquisadores. Com base na análise do material coletado, foi feita uma proposta de método de investigação em psicologia analítica. O processo de pesquisa, no paradigma junguiano, abarca as etapas de apreensão e compreensão dos fenômenos, nas quais são empregados recursos e procedimentos metodológicos compatíveis com as diretrizes básicas do paradigma. Dentre eles, destaca-se a amplificação simbólica. A participação do pesquisador, sua função, sua formação e, sobretudo, o aprimoramento da atitude simbólica na condução do processo e na relação pesquisador-pesquisado foram ressaltados. São, também, apontados os principais riscos que a atividade de pesquisa oferece ao pesquisador junguiano contemporâneo e com isso, os cuidados a serem observados durante o processo. Por fim, são discutidas as implicações éticas da atividade científica, em geral, e do trabalho do pesquisador junguiano, em especial. O método de pesquisa em psicologia analítica, por suas características, epistemológicas e metodológicas, é denominado processamento simbólico arquetípico

In this thesis, the concept of style transfer for visual storytelling is introduced. Style transfer for visual storytelling is the process of identifying a definitive style of a source, such as an artist or culture, and applying the features of that style to a target, such as a character which has a different style. As a proof of concept, the style of the American film director Tim Burton is transferred to a character from Hindu mythology, Yamah. The style transfer is done based on the concept of 'Pattern Language' introduced by Christopher Alexander et al., in his book, 'A Pattern Language'. A set of patterns is developed based on the source and target. The target is then designed based on the patterns. The design is then visualized in a suitable medium.