Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-07-01T12:55:12Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertacao Antonio Nascimento.pdf: 2311695 bytes, checksum: b542c4d4f9b8c4d8e7e4f07b723f9f93 (MD5) / Made available in DSpace on 2016-07-01T12:55:12Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertacao Antonio Nascimento.pdf: 2311695 bytes, checksum: b542c4d4f9b8c4d8e7e4f07b723f9f93 (MD5) Previous issue date: 2015-08-27 / Um diagrama EER para ser válido deve estar em conformidade com as regras sintáticas da sua linguagem de modelagem e não deve possuir construções que se contradizem estruturalmente. Considerando um diagrama EER sintaticamente correto, existem trabalhos que definem validações estruturais para os tipos básicos de relacionamentos (i.e., unários, binários e ternários), mas que não abordam construções avançadas (e.g., relacionamento identificador, herança e atributo discriminador). Neste contexto, tendo como base os trabalhos relacionados, a contribuição original desta dissertação é a definição de um catálogo de regras para validação estrutural de construções avançadas da linguagem de modelagem EER. A sistemática para definição deste catálogo consiste em realizar todas as combinações, sintaticamente válidas, entre os principais construtores da EER e avaliar quais destas têm problemas estruturais. Por fim, são propostas definições matemáticas das regras e a implementação destas em uma ferramenta do tipo Computer-Aided Software Engineering (CASE). / A EER diagram to be valid must be in accordance with the syntactic rules of their modeling language and must not have buildings that structurally contradict. Considering a syntactically correct EER diagram, there are works that define structural validations for the basic types of relationships (i.e., unary, binary and ternary), but do not address advanced buildings (e.g., identifier relationship, inheritance and discriminator attribute). In this context, based on the related works, the original contribution of this work is the definition of Catalog of Rules for Structural Validation of advanced buildings of the EER modeling language. The systematic for definition this catalog consists to realize all combinations, syntactically valid, among the main builders of EER and evaluate which of these are structural problems. Finally, the work proposes mathematical definitions of rules and implementation of these in one Computer-Aided Software Engineering (CASE) tool.

The overall purpose of this thesis is to investigate, discuss and problematise different aspects of movement ability. The four sub-studies of the thesis deal with various issues concerning assessment of movement ability. First, the focus is on how the concept of physical literacy has influenced the steering document of the subject physical education and health (PEH) in Sweden. The question is: What kind of tensions and conflicts arise when different approaches and interpretations of movement ability are used in an educational context? Second, a structural validation is conducted of the NyTid test, an assessment tool developed to assess basic and complex movement skills at the ages of 12-16 years. The question is: Which categories of movement skills are identified through the validation of the NyTid test? Third, the study examines how ‘ability’ is conceptualised, configured and produced in movement tests and movement assessment tools. Finally, an investigation of how or whether an assessed low or high movement ability at the age of 15 matters for developing an interest in, or taste for, sport and physical activities nine years later, in young adulthood. Movement ability is studied from different perspectives, including a multidisciplinary sport science approach using mixed methods. The theoretical standpoint in the sociocultural analyses is inspired by Bourdieu’s theories and concepts of habitus, capital, field and doxa, which are used as analytical tools. Different theories relating to the evaluation of movement abilities as product- or process oriented assessment are also made use of. Movement abilities tests and assessment tools are also found to construct a specific and narrow form of physical capital strongly related to traditional sports. Accordingly, the social construction of movement ability through assessment tools is far from neutral and could affect how children see themselves and their sense of ‘ability’. Furthermore, the assumption that an acquired high level of movement ability plays a central role for being physically active is challenged in the thesis. Even though pupils at the age of 15 had a low level of assessed movement ability, it did not prevent them from acquiring a taste for sport and physical activity later in life. However, more studies on movement ability and the underlining mechanisms and factors for engaging in physical activities are necessary. / Forskningslinjen Utbildning