The purpose of this study was to research the therapeutic outcomes achieved by a five year-old boy with Asperger Syndrome (AS), by means of non-directive processes of child centred play therapy (CCP) and sand tray play therapy (STP). In this investigative-descriptive qualitative research design, a saturated, holistic, intrinsic single case study was used as research method. The therapeutic process, events and outcomes of a unique single case within the context of AS, non-directive play therapy and the interactional-pattern analysis (IPA), are described. This study was motivated by the fact that the researcher disposed of data for a unique single case study that could contribute meaningfully to the need for a research database that describes effective therapeutic interventions and outcomes with children with AS. From the perspective of Rogerian person-centred theory (RPT), the literature study focused on an integrated discussion of AS, CCP and STP by means of 17 interpersonal variables of the interactional-pattern analysis (IPA). The following data sources was investigated: interviews with parents and teachers; CCP-sessions of J recorded on video; photos of some of J’s STP-sessions and the therapists’ process notes. Triangulation was used to evaluate the various categories of therapeutic outcomes from different viewpoints and to give meaning to them. The conclusions indicated that this boy with AS had used the non-directive processes of CCP and STP to achieve various therapeutic outcomes in the areas of: imaginary play; dramatic play; social interaction with the therapist, parents, family, teachers, his peer group and with strangers; traumatic experiences during visits to the doctor and bath times; identification, expressing and regulating emotions; and minimising acting out behaviour. Therapeutic outcomes have been demonstrated in 8 IPA-variables, namely: empathy, defining of relationships, potential to evoke acceptance or rejection, sincere interest and congruent conduct, control, emotional distance, problem solving and aspects relating to the presenting problem. The conclusion was reached that the conduct of the boy with AS as well as his mother and the therapist, played a mutual role in achieving his therapeutic outcomes within the 17 IPA-variables. The unstructured process of the non-directive play (CCP and STP) was utilised by a young child with AS to achieve therapeutic outcomes that relate to his everyday existence. A final conclusion is that involving the boy’s mother in his therapy and utilising an adapted Filial play program, enabled the mother to make emotional contact with her son and to diminish conflict between them. Guidelines for therapists are suggested with regard to non-directive responding in therapeutic contexts as found in this study. Furthermore, the contribution of this research to Psychology as science and discipline, is presented. Limitations of this study are indicated and recommendations for further research are made. / Thesis (Ph.D. (Psigologie))--North-West University, Vaal Triangle Campus, 2013

Although academic interest in TQM increased substantially in the last decade, still the gap in the literature is hardly surprising given that research and theory in TQM implementation are still at a very early stage in the West. To-date, there are only a handful of empirical researches reported in the literature that have attempted to identify what constitute as constructs of TQM that can be manipulated to effectively implement TQM. All but very few are studies done in developed economies. Moreover, knowledge of TQM in developing economies is almost totally lacking. Against this backdrop, this researcha ddressesth e identified gaps in the literature on TQM. Thus this thesis focuses on the effective implementation of total quality management in Palestine, a developing economy, through an empirical investigation of critical quality factors. The research methodology involves combining quantitative and qualitative methodologies to identify the key quality factors cited in the literature and considered by consultants and experts as essential to successful TQM implementation. The research design also included: Lan empirical investigation to assessth e level of TQM awarenessa nd understandingi n the Palestinian context, 2. determining which key quality factors are critical to successful implementation using a survey questionnaire, 3. determining what tactics and techniques are used in addressing and implementing these critical quality factors by Palestinian organisations, using semi-structured interviews, 4. determining the prerequisites of effective TQM implementation in the pre-launch stage using in depth interviews. By complementing and integrating the findings, an implementation framework was constructed with the support of the knowledge acquired from the literature review. A simple and practical step by step with implementation guidelines framework aiming at assisting Palestinian organisations in planning on effective implementation of TQM was constructed. The research findings indicate that top management commitment and involvement, employee commitment and involvement, managing by customer-driven system and processes and continuous performance improvement, are essential to effective implementation of TQM. This implies that Palestinian organisations recognise and implement the same critical quality factors found in Western countries. The proposed framework is built around four major constructs that relate to top management commitment, employee commitment, customer-driven system and processes, and continuous improvement. It emphasises an implementation approach of top-down deployment and bottom-up participation focussing on businessp rocessesth at add value to customers atisfaction. In conclusion, this empirical research revealed that TQM could be implemented in the developing economies (such as Palestine) as Palestinian organisations subscribe to the same quality factors as those found in the developed economies.

Considerando-se os projetos didáticos propostos por Lerner como um recurso para se conciliarem propósitos didáticos e comunicativos em classes de alfabetização, a presente pesquisa teve por objetivo compreender como o trânsito entre conceber, planejar e executar subsidia os professores na construção de sua prática pedagógica de projetos didáticos. Partindo de uma concepção interacionista de aprendizagem, e dialógica de língua, sustentadas por referenciais teóricos como Piaget, Vygotsky, Bakhtin, Ferreiro e Lerner, e apoiando-se também na triangulação didática proposta por Chevallard, o estudo pautou-se em três eixos de investigação: o aluno e seus processos de aprendizagem, a língua como objeto de ensino e a didática dos professores. Cada um deles foi analisado em três instâncias: concepções, intencionalidades e práticas. Trata-se de um estudo de três casos, visando acompanhar o trabalho de professoras de 1º, 2º e 3º ano do Ensino Fundamental. Suas concepções, nos três eixos, foram aferidas através de entrevistas semiestruturadas. As intencionalidades foram inferidas a partir da análise documental dos planejamentos cedidos pelas docentes. A análise das práticas deu-se através de observações não participantes em sala de aula. Os dados foram analisados sob a óptica do paradigma do indiciário proposto por Ginzburg. Concluiu-se neste trabalho que o processo de construção de concepções docentes é híbrido e marcado por diferentes referências que circulam na esfera educacional, com diversos níveis de apropriação. Os dados coletados demonstraram que, além da concepção em que se fundam, diferentes elementos do contexto escolar interferem nas intencionalidades e planejamentos dos professores. A prática pedagógica, por sua vez, embora receba a influência das concepções e intencionalidades docentes, oscila em função de uma multiplicidade de fatores internos e externos. Com isso, a pesquisa demonstrou o processo de construção didática docente e trouxe novos elementos à reflexão sobre as abordagens de formação inicial e continuada dos professores. Além disso, evidenciou a necessidade de iniciativas que possam ampliar a produção de conhecimento didático e, ainda, promover a reflexão dos docentes sobre o próprio trabalho, em especial sobre as práticas de alfabetização e os projetos didáticos. / Considering Lerners concept of project-based teaching as a resource to conciliate didactic and communicative purposes in literacy grades, this research aims to understand how the transition between conceiving, planning and executing scaffolds project-based teaching and supports teachers practice. Taking a dialogic and interactionist perspective of the language, sustained by theoretical references as Piaget, Vygotsky, Bakhtin, Ferreiro and Lerner, as well as Chevallards didactic triangulation, this study explores three main paths: the student and his/her learning processes, the language as a teaching object and the teachers didactics. Each path was analysed in the following aspects: conceptualization, intentionality and praxis, aiming to consider the daily work of first, second and third grade teachers in Elementary School. Semistructured interviews were used to look into the teachers concepts. Intentionality was observed through the document analysis of the teachers planners. Non-participant class observation methods were used to analyse the teachers daily practice. All collected data was considered under the perspective of the evidential paradigm proposed by Ginzburg. This dissertation came to the conclusion that the process of building concepts performed by teachers is multiple, including various references regarding the educational environment as a whole. The material analysed has proved that different school contexts impact not only teachers planners, but also their intentionality. Hence, the pedagogical practice oscillates according to countless internal and external factors. This dissertation contributes to the reflection about these variables and brings new elements to approach initial and continuing training for teachers. Besides that, it hightlights the need for initiatives that may broaden the production of didactic knowledge and enhance the reflection on ones pedagogical practice, especially regarding literacy routines and project-based teaching.

La surface de Bolza est la surface hyperbolique orientable compacte la plus symétrique de genre 2. Pour tout genre supérieur à 2, il existe une surface orientable compacte construite de manière similaire à la surface de Bolza et ayant le même type de symétries. Nous appelons ces surfaces des surfaces hyperboliques symétriques. Cette thèse porte sur le calcul des triangulations de Delaunay (TD) de surfaces hyperboliques symétriques. Les TD de surfaces compactes peuvent être considérées comme des TD périodiques de leur revêtement universel (dans notre cas, le plan hyperbolique). Une TD est pour nous un complexe simplicial. Cependant, les ensembles de points ne définissent pas tous une décomposition simpliciale d'une surface hyperbolique symétrique. Dans la littérature, un algorithme a été proposé pour traiter ce problème avec l'utilisation de points factices : initialement une TD de la surface est construite avec un ensemble de points connu, puis des points d'entrée sont insérés avec le célèbre algorithme incrémental de Bowyer, et enfin les points factices sont supprimés, si la triangulation reste toujours un complexe simplicial. Pour la surface de Bolza, les points factices sont spécifiés. L'algorithme existant calcule une DT de la surface de Bolza comme une DT périodique du plan hyperbolique, ce qui nécessite de travailler dans un sous-ensemble approprié du plan hyperbolique. Nous étudions les propriétés des TD de la surface de Bolza définies par des ensembles de points contenants l'ensemble proposé de points factices, et nous décrivons en détail une implémentation de l'algorithme incrémentiel pour cette surface. Nous commençons par définir un représentant canonique unique qui est contenu dans un sous-ensemble borné du plan hyperbolique pour chaque face d'une TD de la surface. Nous donnons une structure de données pour représenter une TD de la surface de Bolza via les représentants canoniques de ses faces. Nous détaillons les étapes de la construction d'une telle triangulation et les opérations supplémentaires qui permettent de localiser les points et de retirer des sommets. Nous présentons également les résultats sur le degré algébrique des prédicats nécessaires pour toutes les opérations. Nous fournissons une implémentation entièrement dynamique pour la surface de Bolza, en offrant l'insertion de nouveaux points, la suppression des sommets existants, la localisation des points, et la construction d'objets duaux. Notre implémentation est basée sur la bibliothèque CGAL (Computational Geometry Algorithms Library), et est actuellement en cours de révision pour être intégrée dans la bibliothèque. L'intégration de notre code dans CGAL nécessite que tous les objets que nous introduisons soient compatibles avec le cadre existant et conformes aux standards adoptés par la bibliothèque. Nous donnons une description détaillée des classes utilisées pour représenter et traiter les triangulations hyperboliques périodiques et les objets associés. Des analyses comparatives et des tests sont effectués pour évaluer notre implémentation, et une application simple est donnée sous la forme d'une démonstration CGAL. Nous discutons une extension de notre implémentation à des surfaces hyperboliques symétriques de genre supérieur à 2. Nous proposons trois méthodes pour engendrer des ensembles de points factices pour chaque surface et présentons les avantages et les inconvénients de chaque méthode. Nous définissons un représentant canonique contenu dans un sous-ensemble borné du plan hyperbolique pour chaque face d'une TD de la surface. Nous décrivons une structure de données pour représenter une telle triangulation via les représentants canoniques de ses faces, et donnons des algorithmes pour l'initialisation de la triangulation. Enfin, nous discutons une implémentation préliminaire dans laquelle nous examinons les difficultés d'avoir des prédicats exacts efficaces pour la construction de TD de surfaces hyperboliques symétriques / The Bolza surface is the most symmetric compact orientable hyperbolic surface of genus 2. For any genus higher than 2, there exists one compact orientable surface constructed in a similar way as the Bolza surface having the same kind of symmetry. We refer to this family of surfaces as symmetric hyperbolic surfaces. This thesis deals with the computation of Delaunay triangulations of symmetric hyperbolic surfaces. Delaunay triangulations of compact surfaces can be seen as periodic Delaunay triangulations of their universal cover (in our case, the hyperbolic plane). A Delaunay triangulation is for us a simplicial complex. However, not all sets of points define a simplicial decomposition of a symmetric hyperbolic surface. In the literature, an algorithm has been proposed to deal with this issue by using so-called dummy points: initially a triangulation of the surface is constructed with a set of dummy points that defines a Delaunay triangulation of the surface, then input points are inserted with the well-known incremental algorithm by Bowyer, and finally the dummy points are removed, if the triangulation remains a simplicial complex after their removal. For the Bolza surface, the set of dummy points to initialize the triangulation is given. The existing algorithm computes a triangulation of the Bolza surface as a periodic triangulation of the hyperbolic plane and requires to identify a suitable subset of the hyperbolic plane in which to work. We study the properties of Delaunay triangulations of the Bolza surface defined by sets of points containing the proposed set of dummy points, and we describe in detail an implementation of the incremental algorithm for it. We begin by identifying a subset of the hyperbolic plane that contains at least one representative for each face of a Delaunay triangulation of the surface, which enables us to define a unique canonical representative in the hyperbolic plane for each face on the surface. We give a data structure to represent a Delaunay triangulation of the Bolza surface via the canonical representatives of its faces in the hyperbolic plane. We detail the construction of such a triangulation and additional operations that enable the location of points and the removal of vertices. We also report results on the algebraic degree of predicates needed for all operations. We provide a fully dynamic implementation for the Bolza surface, supporting insertion of new points, removal of existing vertices, point location, and construction of dual objects. Our implementation is based on CGAL, the Computational Geometry Algorithms Library, and is currently under revision for integration in the library. To incorporate our code into CGAL, all the objects that we introduce must be compatible with the existing framework and comply with the standards adopted by the library. We give a detailed description of the classes used to represent and handle periodic hyperbolic triangulations and related objects. Benchmarks and tests are performed to evaluate our implementation, and a simple application is given in the form of a CGAL demo. We discuss an extension of our implementation to symmetric hyperbolic surfaces of genus higher than 2. We propose three methods to generate sets of dummy points for each surface and present the advantages and shortcomings of each method. We identify a suitable subset of the hyperbolic plane that contains at least one representative for each face of a Delaunay triangulation of the surface, and we define a canonical representative in the hyperbolic plane for each face on the surface. We describe a data structure to represent such a triangulation via the canonical representatives of its faces, and give algorithms for the initialization of the triangulation with dummy points. Finally, we discuss a preliminary implementation in which we examine the difficulties of having efficient exact predicates for the construction of Delaunay triangulations of symmetric hyperbolic surfaces

Le but de cette thèse est d'étudier les structures symplectiques dans la catégorie des variétés linéaires par morceaux (PL). La question centrale est de déterminer si toute variété symplectique lisse $(M,omega)$ peut être triangulée de manière symplectique, au sens où il existe une variété linéaire par morceaux $K$ et une triangulation $h :K -> M$ telle que $h^*omega$ est une forme symplectique constante par morceaux. Nous étudions d'abord un problème plus simple, qui consiste à trianguler les formes volumes lisses. Étant donnée une variété lisse $M$ munie d'une forme volume $Omega$, nous montrons qu'il existe une triangulation lisse $h :K -> M$ telle que $h^*Omega$ est une forme volume constante par morceaux. En particulier, les variétés symplectiques lisses de dimension 2 admettent donc des triangulations symplectiques. Étant donnée une variété symplectique fermée $(M,omega)$, nous montrons ensuite que pour certaines triangulations lisses $h :K -> M$, on peut, par une modification arbitrairement petite du complexe $K$, supposer que la forme $h^*omega$ est de rang maximal le long de tous les simplexes de $K$. Ce résultat permet d'approximer arbitrairement bien toute variété symplectique fermée par une variété symplectique PL. Nous nous intéressons finalement au cas d'une sous-variété symplectique $M$ d'un espace ambiant qui admet lui-même une triangulation symplectique. Nous montrons qu'il est possible de construire un cobordisme entre la sous-variété $M$ considérée et une approximation lisse par morceaux de celle-ci, triangulée par un complexe symplectique. / In this thesis, we study symplectic structures in a piecewise linear (PL) setting. The central question is to determine whether a smooth symplectic manifold can be triangulated symplectically, in the sense that there exists a triangulation $h :K -> M$ such that $h^*omega$ is a piecewise constant symplectic form on $K$. We first focus on a simpler related problem, and show that any smooth volume form $Omega$ on $M$ can be triangulated. This means that there always exists a triangulation $h :K -> M$ such that $h^*Omega$ is a piecewise constant volume form. In particular, symplectic surfaces admit symplectic triangulations. Given a closed symplectic manifold $(M,omega)$, we then prove that there exists triangulations $h :K -> M$ for which the piecewise smooth form $h^*omega$ has maximal rank along all the simplices of $K$. This result allows to approximate arbitrarily closely any closed symplectic manifold by a PL one. Finally, we investigate the case of a symplectic submanifold $M$ of an ambient space which is itself symplectically triangulated, and give the construction of a cobordism between $M$ and a piecewise smooth approximation of $M$, triangulated by a symplectic complex. / Doctorat en Sciences / info:eu-repo/semantics/nonPublished

Muitas alterações têm ocorrido na última década na educação da área da saúde, com o intuito de formar profissionais que possam ter um olhar humanístico e possam trabalhar no Sistema Único de Saúde. O Curso de Farmácia também sofreu modificações, devido às reformas curriculares, incluindo disciplinas como a de Atenção Farmacêutica (Atenfar). A atenção farmacêutica é uma nova subárea do conhecimento agregada ao currículo dos cursos de farmácia com as novas diretrizes curriculares. Como disciplina foi inserida há poucos anos na Faculdade de Farmácia da Universidade Federal do Rio Grande Sul, sendo seus conteúdos divididos em 3 disciplinas: Atenção Farmacêutica I, Atenção Farmacêutica II e Atenção Farmacêutica III. Desde o início a Atenção Farmacêutica II buscou aplicar metodologias ativas no ensino presencial e a distância. No ano de 2012 a metodologia a distância foi adotada parcialmente na disciplina, sendo que os alunos tiveram metade das aulas no modelo presencial e metade a distância e segundo o tema a ser abordado. A disciplina realizou avaliações no início e no final do semestre com o intuito de avaliar se ocorreu diferenças na aprendizagem dos alunos devido a utilização da modalidade EAD ou presencial, bem como o que os mesmos alunos pensam sobre essas duas modalidades. Para realizar esta pesquisa utilizou-se o método quanti-qualitativo de triangulação, com o intuito de se avaliar os aspectos envolvidos com o desempenho, satisfação e percepção do aluno. Como resultados, foi encontrado que o EAD é tão eficiente quanto o presencial neste contexto estudado. Os alunos apresentaram satisfação pelo EAD de uma forma maior que pelo presencial. Além disso, o desempenho dos estudantes foi maior no EAD. / Many changes have been occurred in the last decade in the health education area, in order to form professionals who can have a humanistic look and can work in Brazilian Public Health System. Pharmacy Course also has changed due to curricular reforms, including disciplines such as Pharmaceutical Care. Pharmaceutical Care is a new subfield of knowledge aggregate the curriculum of pharmacy with the new curriculum guidelines. How discipline was inserted a few years ago at the Faculty of Pharmacy, Federal University of Rio Grande do Sul, and its contents divided into three disciplines: Pharmaceutical Care I, Pharmaceutical Care II and Pharmaceutical Care III. From the beginning the Pharmaceutical Care II sought to apply active methods in face to face and distance classes. In the year 2012 the distance learning methodology was adopted in part on the discipline, with half of the students had classes face to face classes and half distance learning classes, and according to the topic being discussed. The course evaluations conducted at the beginning and end of the semester in order to assess whether differences occurred in student learning because the use of distance learning mode or face to face, as well as what students think about these two modalities. To conduct this research, we used the triangulation quantitative and qualitative method, in order to evaluate the issues involved with the performance, satisfaction and perception of the student. As a result, it was found that the distance learning is as efficient as the face to face in this study context. Students were satisfied by the distance learning in a way greater than the face to face. In addition, student performance was higher in distance learning.

Representações computacionais de formas podem ser criadas em ferramentas CAD ou geradas a partir de um objeto físico já existente. Esta última abordagem oferece como vantagens rapidez e fidelidade ao objeto original, que são os aspectos fundamentais em muitas aplicações, como Simulações Numéricas de Equações Diferenciais Parciais e Imagens Médicas. A reconstrução (ou geração de malhas superficiais) a partir de pontos amostrados de uma superfície de um objeto é um problema clássico de representação de formas. Nesta dissertação apresentamos um vasto levantamento bibliográfico deste tipo de reconstrução, classificando e descrevendo os principais trabalhos presentes na literatura. A partir do levantamento bibliográfico, selecionamos um conjunto de algoritmos sobre os quais foram realizadas comparações teóricas e empíricas cujos resultados são apresentados. Para finalizar, apresentamos aplicações de nossas implementações em Simulação Numérica de Equações Diferenciais Parciais e processamento de Imagens / Computational representations of shapes can be developed using CAD applications or created from data acquired from a real physical object. This latter is advantageous with respect to time and fidelity to the original object which are essential to several applications, such as Numerical Simulation of Partial Differential Equations and Medical Imaging. A classical shape representation problem is that of reconstruction (or superficial mesh generation) from points sampled over the surface of an object. In this Master\'s thesis we describe a broad survey of these reconstruction methods. We focus in the classification and characterization of the main algorithms proposed in the literature. From this survey, we selected some algorithms and conducted some theoretical and practical comparisons. We conclude this work describing applications of the algorithms implemented in Numerical Simulations of Differential Partial Equations and Image Processing

Cette recherche porte sur l’enseignement de la littérature dans un cursus universitaire de français langue étrangère. Elle questionne la notion de culture littéraire à travers les « canons littéraires », les littératures « mineures » selon la terminologie de G. Deleuze, et leur contextualisation d’une part, et, d’autre part, à travers la mise en place de pratiques enseignantes visant sa transmission / construction. Cette recherche étant ancrée dans les sciences humaines par ses champs d’étude – la littérature et la didactique – et étant, par conséquent, relativement subjective, nous avons choisi d’étudier un cas particulier, celui dans lequel nos questions sont apparues, afin de mettre en évidence ses spécificités mais aussi des traits généralisables ou, du moins, ouvrant des pistes de réflexions transposables dans d’autres contextes. Pour effectuer cette étude, nous avons privilégié une approche inductive et compréhensive et nous avons opté pour une méthode mixte ou une triangulation permettant le croisement de différentes données dans le but d’avoir une vision globale de la situation en termes de pratiques, de potentiels et de limites. Les résultats obtenus dans ce contexte ouvrent un champ de possibles pour penser une didactique du FLE adaptée à un enseignement littéraire en milieu universitaire. / This research focuses on teaching literature at a university-level French language department. It questions the concept of literary culture through the concepts of “literary canon”, “minor” literature, following G. Deleuze’s terminology, and their contextualization on the one hand, and on the other, through the implementation of teaching practices aiming at transmitting / building it. This research, rooted in human sciences because of its fields of study – literature and didactics – and as a consequence, being relatively subjective, is focused on a specific case, the one where our questions first emerged from: the French department at Birzeit University in Palestine. This approach allows us to enhance the specificities of this context while drawing at the same time some features that could be generalized, or at least that could open some opportunities for transferable reflections on other contexts. In conducting this study an inductive and comprehensive approach has been favored. A mixed-method approach or triangulation was used, allowing us to cross-compare data in order to get a more global view of the situation in terms of practice, potential and limits. The results obtained in this context then open new horizons to think adapted French as a foreign language didactics to literary teaching/learning in an academic context.

The purpose of this phenomenological study was to investigate, from the perspective of teachers, the possible effect of school violence on teacher resiliency. School violence has been studied with respect to student behavior and academic success, as well as socioeconomic influences, but not with respect to teacher resiliency, as expressed by teachers themselves. Resiliency theory was the conceptual framework. Participants were all teachers of Grades 2-8 at an elementary/middle school in the Midwest. Twelve in-depth interviews were transcribed into text data and analyzed for common themes. Using NVivo, Version 10, I was able to more easily manage the volumes of text data. Reoccurring themes and meanings were triangulated with a resiliency questionnaire, school climate surveys, and field notes. The overarching themes that emerged were that teacher resiliency at the target school was lowered when its teachers were exposed to a school climate which allowed for excessive violence, especially fights. A second overarching theme was that there were inconsistencies in the support offered by the school administration, which negatively impacted teacher resiliency. A third overarching theme was that there was a significant lack of parental and community support, which also negatively affected teacher resiliency at the target school. Overarching themes that emerged can now be used to support the need for more effective teacher training about school violence. The outcomes may also help generate improved school violence policies at the local, state, and national levels.

Nous abordons dans cette étude le problème de la reconstruction de courbes et de surfaces, à partir de points leur appartenant et sous l'hypothèse que la seule connaissance que nous avons sur ces points est celle de leurs coordonnées. Dans le cas des courbes, nous proposons une méthode basée sur l'approximation locale de la courbe par des cercles et sur le traitement global de sous-ensembles de points. Une méthode d'approximation robuste au moyen d'un problème de minimisation permet donc d'approcher localement la courbe par un cercle, et d'ordonner les sous-ensembles de points ainsi approchés. Des méthodes algorithmiques de découpe et de raccord permettent alors de mener à bien la reconstruction d'une courbe. L'existence de points multiples ou de points de rebroussement est prise en compte par une stratégie d'énumération des différentes morphologies locales de la courbe. La méthode s'avère aussi robuste lorsque les points initiaux sont perturbés. Les complexités temporelle et en place mémoire optimales des algorithmes et de la structure de données, ainsi que l'ordonnancement global permettent de traiter des ensembles initiaux comportant un grand nombre de points. Des cas de surfaces radiales ou de surfaces correspondant au graphe d'une fonction ont été traités en approchant le nuage de points par une sphère. Les points sont projetés et triangulés selon la triangulation de Delaunay sur la sphère, et nous obtenons alors une surface polyèdrique liant les points. Des tests et des comparaisons avec des méthodes du type triangulations dépendantes des données sont établis sur ces catégories de surfaces