Effects of coaches' timeouts on basketball teams' offensive and defensive performances according to momentary differences in score and game period.

The aim of the present study was to assess the effects of game timeouts on basketball teams? offensive and defensive performances according to momentary differences in score and game period. The sample consisted of 144 timeouts registered during 18 basketball games randomly selected from the 2007 European Basketball Championship (Spain). For each timeout, five ball possessions were registered before (n?493) and after the timeout (n?475). The offensive and defensive efficiencies were registered across the first 35 min and last 5 min of games. A k-means cluster analysis classified the timeouts according to momentary score status as follows: losing ( ?10 to ?3 points), balanced ( ?2 to 3 points), and winning (4 to 10 points). Repeated-measures analysis of variance identified statistically significant main effects between pre and post timeout offensive and defensive values. Chi-square analysis of game period identified a higher percentage of timeouts called during the last 5 min of a game compared with the first 35 min (64.999.1% vs. 35.1910.3%; x ?5.4, PB0.05). Results showed higher post timeout offensive and defensive performances. No other effect or interaction was found for defensive performances. Offensive performances were better in the last 5 min of games, with the least differences when in balanced situations and greater differences when in winning situations. Results also showed one interaction between timeouts and momentary differences in score, with increased values when in losing and balanced situations but decreased values when in winning situations. Overall, the results suggest that coaches should examine offensive and defensive performances according to game period and differences in score when considering whether to call a timeout.

Towards a Learning Object pedagogical quality metric based on the LORI evaluation model

Evaluating and measuring the pedagogical quality of Learning Objects is essential for achieving a successful web-based education. On one hand, teachers need some assurance of quality of the teaching resources before making them part of the curriculum. On the other hand, Learning Object Repositories need to include quality information into the ranking metrics used by the search engines in order to save users time when searching. For these reasons, several models such as LORI (Learning Object Review Instrument) have been proposed to evaluate Learning Object quality from a pedagogical perspective. However, no much effort has been put in defining and evaluating quality metrics based on those models. This paper proposes and evaluates a set of pedagogical quality metrics based on LORI. The work exposed in this paper shows that these metrics can be effectively and reliably used to provide quality-based sorting of search results. Besides, it strongly evidences that the evaluation of Learning Objects from a pedagogical perspective can notably enhance Learning Object search if suitable evaluations models and quality metrics are used. An evaluation of the LORI model is also described. Finally, all the presented metrics are compared and a discussion on their weaknesses and strengths is provided.

A metric map of humans: 23,500 loci in 850 bands

High-resolution maps integrated with the enhanced location data base software (ldb+) give improved estimates of genetic parameters and reveal characteristics of cytogenetic bands. Chiasma interference is intermediate between Kosambi and Carter–Falconer levels, as in Drosophila and the mouse. The autosomal genetic map is 2832 and 4348 centimorgans in males and females, respectively. Telomeric T-bands are strikingly associated with male recombination and gene density. Position and centromeric heterochromatin have large effects, but nontelomeric R-bands are not significantly different from G-bands. Several possible reasons are discussed. These regularities validate the maps, despite their high resolution and inevitable local errors. No other approach has been demonstrated to integrate such a large number of loci, which are increasing at about 45% per year. The maps and the data and software from which they are constructed are available through the Internet (http://cedar.genetics.soton.ac.uk/public_html). Successive versions of this location data base may also be accessed on CD-ROM.

The estimation of statistical parameters for local alignment score distributions

The distribution of optimal local alignment scores of random sequences plays a vital role in evaluating the statistical significance of sequence alignments. These scores can be well described by an extreme-value distribution. The distribution’s parameters depend upon the scoring system employed and the random letter frequencies; in general they cannot be derived analytically, but must be estimated by curve fitting. For obtaining accurate parameter estimates, a form of the recently described ‘island’ method has several advantages. We describe this method in detail, and use it to investigate the functional dependence of these parameters on finite-length edge effects.

A unified statistical framework for sequence comparison and structure comparison

We present an approach for assessing the significance of sequence and structure comparisons by using nearly identical statistical formalisms for both sequence and structure. Doing so involves an all-vs.-all comparison of protein domains [taken here from the Structural Classification of Proteins (scop) database] and then fitting a simple distribution function to the observed scores. By using this distribution, we can attach a statistical significance to each comparison score in the form of a P value, the probability that a better score would occur by chance. As expected, we find that the scores for sequence matching follow an extreme-value distribution. The agreement, moreover, between the P values that we derive from this distribution and those reported by standard programs (e.g., blast and fasta validates our approach. Structure comparison scores also follow an extreme-value distribution when the statistics are expressed in terms of a structural alignment score (essentially the sum of reciprocated distances between aligned atoms minus gap penalties). We find that the traditional metric of structural similarity, the rms deviation in atom positions after fitting aligned atoms, follows a different distribution of scores and does not perform as well as the structural alignment score. Comparison of the sequence and structure statistics for pairs of proteins known to be related distantly shows that structural comparison is able to detect approximately twice as many distant relationships as sequence comparison at the same error rate. The comparison also indicates that there are very few pairs with significant similarity in terms of sequence but not structure whereas many pairs have significant similarity in terms of structure but not sequence.

Validation of a new easy score to predict outcome in early stage renal cell carcinoma

Background e scopi dello studio. Il carcinoma renale rappresenta circa il 3% delle neoplasie e la sua incidenza è in aumento nel mondo. Il principale approccio terapeutico alla malattia in stadio precoce è rappresentato dalla chirurgia (nefrectomia parziale o radicale), sebbene circa il 30-40% dei pazienti vada incontro a recidiva di malattia dopo tale trattamento. La probabilità di recidivare può essere stimata per mezzo di alcuni noti modelli prognostici sviluppati integrando sia parametri clinici che anatomo-patologici. Il limite principale all’impiego nella pratica clinica di questi modelli è legata alla loro complessità di calcolo che li rende di difficile fruizione. Inoltre la stratificazione prognostica dei pazienti in questo ambito ha un ruolo rilevante nella pianificazione ed interpretazione dei risultati degli studi di terapia adiuvante dopo il trattamento chirurgico del carcinoma renale in stadio iniziale. Da un' analisi non pre-pianificata condotta nell’ambito di uno studio prospettico e randomizzato multicentrico italiano di recente pubblicazione, è stato sviluppato un nuovo modello predittivo e prognostico (“score”) che utilizza quattro semplici parametri: l’età del paziente, il grading istologico, lo stadio patologico del tumore (pT) e della componente linfonodale (pN). Lo scopo del presente studio era quello di validare esternamente tale score. Pazienti e Metodi. La validazione è stata condotta su due coorti retrospettive italiane (141 e 246 pazienti) e su una prospettica americana (1943 pazienti). Lo score testato prevedeva il confronto tra due gruppi di pazienti, uno a prognosi favorevole (pazienti con almeno due parametri positivi tra i seguenti: età < 60 anni, pT1-T3a, pN0, grading 1-2) e uno a prognosi sfavorevole (pazienti con meno di due fattori positivi). La statistica descrittiva è stata utilizzata per mostrare la distribuzione dei diversi parametri. Le analisi di sopravvivenza [recurrence free survival (RFS) e overall survival (OS)] sono state eseguite il metodo di Kaplan-Meier e le comparazioni tra i vari gruppi di pazienti sono state condotte utilizzando il Mantel-Haenszel log-rank test e il modello di regressione di Cox. Il metodo di Greenwood è stato utilizzato per stimare la varianza e la costruzione degli intervalli di confidenza al 95% (95% CI), la “C-statistic” è stata utilizzata per descrivere l’ accuratezza dello score. Risultati. I risultati della validazione dello score condotta sulle due casistiche retrospettive italiane, seppur non mostrando una differenza statisticamente significativa tra i due gruppi di pazienti (gruppo favorevole versus sfavorevole), sono stati ritenuti incoraggianti e meritevoli di ulteriore validazione sulla casistica prospettica americana. Lo score ha dimostrato di performare bene sia nel determinare la prognosi in termini di RFS [hazard ratio (HR) 1.85, 95% CI 1.57-2.17, p < 0.001] che di OS [HR 2.58, 95% CI 1.98-3.35, p < 0.001]. Inoltre in questa casistica lo score ha realizzato risultati sovrapponibili a quelli dello University of California Los Angeles Integrated Staging System. Conclusioni. Questo nuovo e semplice score ha dimostrato la sua validità in altre casistiche, sia retrospettive che prospettiche, in termini di impatto prognostico su RFS e OS. Ulteriori validazioni su casistiche internazionali sono in corso per confermare i risultati qui presentati e per testare l’eventuale ruolo predittivo di questo nuovo score.

Two classes of metric spaces

The class of metric spaces (X,d) known as small-determined spaces, introduced by Garrido and Jaramillo, are properly defined by means of some type of real-valued Lipschitz functions on X. On the other hand, B-simple metric spaces introduced by Hejcman are defined in terms of some kind of bornologies of bounded subsets of X. In this note we present a common framework where both classes of metric spaces can be studied which allows us to see not only the relationships between them but also to obtain new internal characterizations of these metric properties.

Comprehensive Validation Of A Measure Of Student School Engagement: A Pilot Study Of Middle School Students

Although it may sound reasonable that American education continues to be more effective at sending high school students to college, in a study conducted in 2009, The Council of the Great City Schools states that "slightly more than half of entering ninth grade students arrive performing below grade level in reading and math, while one in five entering ninth grade students is more than two years behind grade level...[and] 25% received support in the form of remedial literacy instruction or interventions" (Council of the Great City Schools, 2009). Students are distracted with technology (Lei & Zhao, 2005), family (Xu & Corno, 2003), medical illnesses (Nielson, 2009), learning disabilities and perhaps the most detrimental to academic success, the very lack of interest in school (Ruch, 1963). In a Johns Hopkins research study, Building a Graduation Nation - Colorado (Balfanz, 2008), warning signs were apparent years before the student dropped out of high school. The ninth grade was often referenced as a critical point that indicated success or failure to graduate high school. The research conducted by Johns Hopkins illustrates the problem: students who become disengaged from school have a much greater chance of dropping out of high school and not graduating. The first purpose of this study was to compare different measurement models of the Student School Engagement (SSE) using Factor Analysis to verify model fit with student engagement. The second purpose was to determine the extent to which the SSE instrument measures student school engagement by investigating convergent validity (via the SSE and Appleton, Christenson, Kim and Reschly's instrument and Fredricks, Blumenfeld, Friedel and Paris's instrument), discriminant validity (via Huebner's Student Life Satisfaction Survey) and criterion-related validity (via the sub-latent variables of Aspirations, Belonging and Productivity and student outcome measures such as achievement, attendance and discipline). Discriminant validity was established between the SSE and the Appleton, Christenson, Kim and Reschly's model and Fredricks, Blumenfeld, Friedel and Paris's (2005) Student Engagement Instruments (SEI). When confirming discriminant validity, the SSE's correlations were weak and statistically not significant, thus establishing discriminant validity with the SLSS. Criterion-related validity was established through structural equation modeling when the SSE was found to be a significant predictor of student outcome measures when both risk score and CSAP scores were used. The third purpose of this study was to assess the factorial invariance of the SSE instrument across gender to ensure the instrument is measuring the intended construct across different groups. Conclusively, configural, weak and metric invariances were established for the SSE as a non-significant change in chi-square indicating that all parameters including the error variances were invariant across groups of gender. Engagement is not a clearly defined psychological construct; it requires more research in order to fully comprehend its complexity. Hopefully, with parental and teacher involvement and a sense of community, student engagement can be nurtured to result in a meaningful attachment to school and academic success.

Using the R-PAS' Aggressive Content Score For the Evaluation of Aggressive Behaviors in Children

The Rorschach Performance Assessment System (R-PAS) was developed in 2011 as analternative to the previous Comprehensive System. The goal was to improve the psychometrics,and particularly the validity, of this assessment method. The norms for children werequestionable in the Comprehensive system (e.g., outdated, low numbers of subjects) and validitystudies for children were sparse. One of the indicators included in the R-PAS system, theaggressive content indicator (AgC), is intended to reflect aggressive behavior, but few studieshave examined the validity of this indicator. This study examined the validity of AgC in asample of 32 children and adolescents receiving services at a residential treatment center.Subjects' AgC scores were analyzed in relation to demographics and diagnosis, as well as ratingsof aggression and conduct problems from the Behavioral Assessment System for Children-2(BASC-2) Parent and Teacher Reports. Correlations between the AgC score and BASC-2aggression and conduct problems scores were not statistically significant. None of thecorrelations between AgC score and a diagnosis of Conduct Disorder, Oppositional DefiantDisorder, Posttraumatic Stress Disorder, or Mood Disorders were significant either. Given thesmall sample size, null results may be a result of power concerns. The lack of significantcorrelations may however, indicate that operational definitions of aggression used in variousforms of measurement reflect different constructs.

Classical Guitar Music in Printed Collections: A New Index and a Model for Indexing Instrumental Music in Score Collections

Classical Guitar Music in Printed Collections is a new, open-access, online index to the contents of published score collections for classical guitar. Its interlinked, alphabetized lists allow one to find a composition by title or composer, to discover what score collections include that piece, to see what other works are included in each collection identified, and to locate a copy in a library collection. Accuracy of identification is guaranteed by incipit images of each work. The article discusses how this index differs from existing bibliographies of the classical guitar literature, its structure and design, and technical details of its publication.

New framework for score segmentation and analysis in OpenMusic

We present new tools for the segmentation and analysis of musical scores in the OpenMusic computer-aided composition environment. A modular object-oriented framework enables the creation of segmentations on score objects and the implementation of automatic or semi-automatic analysis processes. The analyses can be performed and displayed thanks to customizable classes and callbacks. Concrete examples are given, in particular with the implementation of a semi-automatic harmonic analysis system and a framework for rhythmic transcription.