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Psychometric Properties of the Adolescent Sleep Hygiene Scale (ASHS) - Europe PMC Article. Summary. This study evaluated the psychometric properties of the Adolescent Sleep Hygiene Scale (ASHS), a self- report measure assessing sleep practices theoretically important for optimal sleep. Data were collected on a community sample of 5. THAT and One Hundred Other Sleep Scales, 45. Adolescent Sleep-Wake Scale.
Self- reports of sleep hygiene and daytime sleepiness, caretaker- reports of behavior, and sleep- wake estimation on weekdays from wrist actigraphy were collected. Confirmatory factor analysis indicated the empirical and conceptually- based factor structure was similar for 6 of the 8 proposed sleep hygiene domains. Internal consistency of the revised scale (ASHSr) was . Sleep hygiene scores were positively associated with sleep duration (r=. Results of extreme- groups analyses comparing ASHSr scores in the lowest and highest quintile provided further evidence for concurrent validity. Correlations between sleep hygiene scores and caretaker reports of school competence, internalizing, and externalizing behaviors provided support for convergent validity. These findings indicate that the ASHSr has satisfactory psychometric properties for a research instrument and is a useful research tool for assessing sleep hygiene in adolescents. Keywords: adolescence, confirmatory factor analysis, pediatric sleep questionnaire, psychometrics, sleep hygiene. Introduction. Sleep is a basic need that may be particularly important during periods of rapid growth and development. An established literature shows that adolescents experience maturational changes in their sleep biology, including a circadian phase delay and a slowing of the accumulation of sleep homeostatic pressure across the waking day (Carskadon, 2. In combination with psychosocial factors (i. Carskadon, 2. 01. Adolescent Sleep Hygiene Scale Pdf AutocadLe. Bourgeois et al., 2. Carskadon, 2. 00. National Sleep Foundation, 2. Hagenauer et al., 2. National Sleep Foundation, 2. Roberts et al., 2. National Sleep Foundation, 2. Russo et al., 2. 00. Thus, the adolescent years represent a window of sleep vulnerability due to the interaction of multiple biological and social factors. Inadequate sleep is common among adolescents (National Sleep Foundation, 2. Smaldone et al., 2. Over 6. 0% of American high school students are getting less than the minimum recommendation of 8 hours of sleep on school nights, and nearly one in four (3. National Sleep Foundation, 2. Almost half (4. 5%) of 1. National Sleep Foundation, 2. Insufficient sleep duration and/or poor sleep quality among adolescents is associated with problems with academic performance (Dewald et al., 2. Dahl and Lewin, 2. Smaldone et al., 2. Cappuccio et al., 2. Javaheri et al., 2. Pizza et al., 2. 01. Sleep hygiene practices, defined as “behavioral practices that promote good sleep quality, adequate sleep duration, and full daytime alertness” (Le. Bourgeois et al., 2. Sleep hygiene is viewed as multidimensional with implications for the timing of sleep and wake periods, the quality of the sleep environment, and for behavioral, emotional, and physiological readiness for sleep with the approach of bedtime. Few studies have examined adolescent sleep hygiene practices and sleep outcomes. In studies of college students, sleep hygiene has been reported to be associated with sleep quality (Brown et al., 2. Mastin et al., 2. Mastin et al., 2. It may be that some sleep hygiene practices have a greater impact on sleep quality and duration than others, as indicated by variable empirical support for specific sleep hygiene recommendations (Malone, 2. For instance, refraining from using electronic devices at bedtime has been reported as beneficial (Calamaro et al., 2. Malone, 2. 01. 1; Stepanski & Wyatt, 2. The mixed findings underscore the need to empirically evaluate sleep hygiene recommendations. The Adolescent Sleep Hygiene Scale (ASHS) is a self- report questionnaire specifically designed to assess theoretically- based sleep hygiene domains thought to influence the sleep quality and quantity of youth aged . Although this instrument was recently rated “approaching well established” in terms of its evidence- based assessment criteria (Lewandowski et al., 2. ASHS is needed (Lewandowski et al., 2. Spruyt and Gozal, 2. Additionally, examining associations of each sleep hygiene domain with measures of sleep quality and quantity will help to evaluate sleep hygiene recommendations. Participants completed the Adolescent Sleep-Wake Scale and the Adolescent Sleep Hygiene Scale. Export citation (RIS) Email citation. INSOMNIA MANAGEMENT KIT Sleep. Sleep: Facts and hygiene. Insomnia Management Kit. The objectives of this study were to assess the validity and reliability of the ASHS measures by examining: 1) the factor structure of the ASHS; 2) the internal consistency reliability for ASHS subscales and the entire ASHS; 3) the concurrent validity of the ASHS with objective measures of sleep quality and sleep duration as well as subjective daytime sleepiness; 4) the convergent validity of the ASHS with behavioral outcomes. Method. Participants. The sample was comprised of adolescents participating in the late adolescent examination of the Cleveland Children's Sleep and Health Study, a longitudinal, community- based urban cohort study designed to evaluate sleep measures and health outcomes in children born full- term and pre- term. Details about recruitment and the study design are reported elsewhere (Javaheri et al., 2. In brief, all 9. 07 children that participated in the middle childhood examination at age 8- 1. A total of 5. 17 adolescents were studied, of which 5. ASHS). The mean age of participants was 1. SD=0. 4). Almost half (4. Caucasian, 3. 6% were African- American, and 4. Protocol. As previously described (Javaheri et al., 2. ASHS along with sleep and health questionnaires in person between April 2. April 2. 01. 0 at a dedicated clinical research facility when free of acute illness. Participants were asked to wear a wrist actigraph and complete a daily sleep log for 5- 7 consecutive 2. Written consent and/or assent were obtained from the study participants as well as their parent/legal guardian. The protocol for the late adolescent examination was approved by University Hospitals of Cleveland Institutional Review Board. Measurements. Adolescent Sleep Hygiene Scale (ASHS) The ASHS is a 3. Le. Bourgeois et al., 2. The ASHS includes 4 qualitative items to ascertain usual bedtime and wake time on weekdays and weekends, and 2. Based upon comments from adolescents participating in our prior study (Le. Bourgeois et al., 2. ASHS: one item was added to the daytime sleep factor (“After 6pm in the evening, I take a nap”); one item was added to the sleep stability factor (“I fall asleep in one place and then move to another place during the night”); and the bed/bedroom sharing factor and the two items that comprise it were omitted. Using a 6- point ordinal rating scale ranging from 1=never to 6=always, adolescents indicated how often each item occurred during the past month. All but one of the items is reverse- coded, with higher scores indicating better sleep hygiene. Each subscale score is calculated by taking the average of the items comprising that subscale, and the mean of the subscale scores is used to create the total sleep hygiene score. The ASHS measure and scoring instructions can be found in Table 1 or downloaded from http: //sleep. Descriptive Statistics and Standardized Factor Loadings (. The data were digitized in 1- minute epochs and scored using the Action- W analysis software (Ambulatory Monitoring Inc, Ardsley, NY) using the Time- Above- Threshold algorithm, which has been validated in adolescent populations (Johnson et al., 2. Daily sleep logs were used to identify sleep intervals to be scored using actigraphy. Time of actigraphy- watch removal/non- wear and naps were also noted and used to annotate the actigraphy record. In the event that a sleep log was not completed, actigraphy signals were used per se to mark the sleep period. Mean weekday sleep measures were calculated for participants with at least three weekdays (Sunday – Thursday) of actigraphy data (n=3. Variability in sleep duration was calculated using the coefficient of variation for nightly sleep duration. The first of three consecutive epochs of actigraphic sleep at the beginning of the scoring interval was used to define sleep onset, and sleep onset latency was calculated as the interval from bedtime (from the daily sleep log) to the first epoch of actigraphic sleep. Wake after sleep onset was defined as the number of minutes scored as wake during the sleep period. Sleep efficiency was calculated as the percentage of sleep time during the sleep period (the interval from sleep onset to the terminal awakening). Sleep mid- point, a measure reflecting the phase of the sleep period, was defined as the clock time half way between sleep onset time and the time of the terminal awakening. Daytime Sleepiness Self- reported daytime sleepiness was measured with a pediatric modification of the Epworth Sleepiness Scale (ESS) (Johns, 1. Using a 4- point ordinal response scale, adolescents rated how likely they were to doze in 8 different situations, with higher scores indicating greater daytime sleepiness. The last item, “in a car while stopped for a few minutes in traffic” was replaced with “doing homework or taking a test”. Internal consistency of the ESS was . Raw subscale scores and composite scale scores were calculated and converted to age- and sex- adjusted t- scores (M=5. SD=1. 0) using published norms constructed from population- based samples (Achenbach and Rescorla, 2. Three summary scales were included in the present study: internalizing behaviors (withdrawn, anxiety/depression and somatic complaints), externalizing behaviors (delinquent and aggressive), and school competency. Statistical Analyses. First- order confirmatory factor analyses (CFAs) were used to examine the factor structure of the ASHS using LISREL version 8. Scientific Software International, Lincolnwood, IL). 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Admission requirements, fees, rules and regulations, and academic programs are presented in official Bulletins of the University. The right, at any time, to make whatever changes may be deemed necessary is specifically reserved. The information contained in this Bulletin is subject to change at any time. It is intended to serve only as a general source of information about the University and is in no way intended to state contractual terms. For information on admission, write to the Office of Admission and Student Financial Assistance, University of Hartford, 2. Graduate Degrees in Respiratory Care A. 34 If we are to make it attractive for educational institutions to establish new baccalaureate and graduate programs, we must rethink this model.Bloomfield Ave., West Hartford, CT 0. University of Hartford, 2. Bloomfield Avenue. West Hartford, CT 0. Using RSA and AES for File Encryption. Demonstrate how to use . NET Cryptography library to create a file encryption/decryption tool. 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NET Cryptography library to encrypt and decrypt file, and also how to add signature to prevent files from being tampered. Background. Generally speaking, there are 2 kinds of encryption algorithms——symmetric- key algorithm and asymmetric- key algorithm. For symmetric- key algorithm, the same cryptographic key is used for both encryption and decryption, in comparison to asymmetric- key algorithm symmetric- key algorithm like AES is usually high speed and low RAM requirements, but because it’s the same key for both encryption and decryption, it’s a big problem of key transport from encryption side (sender) to decryption side (receiver). For asymmetric- key algorithm, it requires two separate keys, one of which is secret (or private) and one of which is public. Although different, the two parts of this key pair are mathematically linked. 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National School Lunch Act - Wikipedia, the free encyclopedia. Children eating a meal as part of the School Lunch program at a classroom in Maryland. The Department of Agriculture's (USDA) Deputy Under Secretary Dr. Janey Thornton is present for an event to launch International School Meals Day on 0. Mar 2. 01. 3. The class is video conferenced to a school in Ayrshire, Scotland, with some of their children visible on the screens. The Richard B. Russell National School Lunch Act (7. To measure poverty, states look beyond free lunch, By Amy Scott, June 23, 2015, Marketplace: “For years, the federal school meals program has been one of the most powerful forces in education. Not just because it feeds kids. 56/Wednesday, March 23. Free and Reduced Lunch Program. Students from households that meet Federal income guidelines are eligible for free or reduced price lunches. Complete the Free and Reduced Application returning it to your child's school main. KEY FINDINGS Under current rules, school districts may use federal reimbursements for free and reduced price meals to support many aspects of the school food program. Districts appear to be using these. P. L. 2. 30) is a United States federal law that created the National School Lunch Program (NSLP) to provide low- cost or free school lunch meals to qualified students through subsidies to schools. Schools are also entitled to receive commodity foods and additional commodities as they are available from surplus agricultural stocks. The National School Lunch Program serves 3. Most participants are also eligible for food during the summer through the Summer Food Service Program. Early programs. The Children's Aid Society of New York initiated a program in 1. Soon a lunch committee was established within the Home and School League, and lunches were extended to include nine schools in the city. Herrick, who was principal of the William Penn High School for Girls was credited with accomplishing the transfer of responsibilities for operation and support of the lunch program from charitable organizations to the Philadelphia School Board. He requested that a system be established to assure that the lunches served would be based upon sound principles of nutrition and required that the program be under the direction of a home economics graduate. The Board granted his request on an experimental basis and on the condition that the program would be self- supporting. The experiment proved successful, and the following year lunch services were extended to the Southern Manual Training School and later to three additional units. During all this time the Home and School League had continued operating the feeding program in the nine elementary schools, and continued to do so until May 1. Board that the need for a lunch system had been clearly demonstrated and that it could not be successfully operated by an organization outside the school system. As a result, the School Board placed the operation of both high school and elementary lunch programs under the supervision of the Department of High School Lunches and authorized the extension of the program to other elementary schools. On two days of each week sandwiches and milk were served. The children ate their meals at their desks, there being no lunchroom in the building. Before the end of the school year (1. Supplementary contributions by charitable organizations and individuals did not suffice. Aid from Federal sources became inevitable. The earliest Federal aid came from the Reconstruction Finance Corporation in 1. Missouri to cover the cost of labor employed in preparing and serving school lunches. Such Federal assistance was expanded to other areas in 1. Civil Works Administration and the Federal Emergency Relief Administration, reaching into 3. States and covering the employment of 7,4. Much of the production of the farm went begging for a market, surpluses of farm products continued to mount, prices of farm products declined to a point where farm income provided only a meager subsistence. Millions of school children were unable to pay for their school lunches, and with but limited family resources to provide meals at home, the danger of malnutrition among children became a national concern. Many needy school children could not afford to pay for lunches and were sorely in need of supplementary foods from a nutritional standpoint. Thus they would be using foods at school which would not otherwise be purchased in the market place and farmers would be helped by obtaining an outlet for their products at a reasonable price. The purchase and distribution program was assigned in 1. Federal Surplus Commodities Corporation which had been established in 1. Federal Surplus Relief Corporation to distribute surplus pork, dairy products, and wheat to the needy. These funds came from customs duties and were specifically designated to encourage agricultural surplus consumption via exports and domestic donations. In March 1. 93. 7, there were 3,8. Two years later, the number of schools participating had grown to 1. This law re- established school lunch programs using $6. The next year, Congress appropriated another $5. Congress amended the NSLP in 1. They decided that the budget allocated to each state should be influenced by the state. Rather than just factoring in the number of participants, Congress took into account the state poverty level compared to the national poverty level. Then, in 1. 96. 8, Congress improved the NSLP food options to accommodate students with special dietary needs. Changes that she initiated primarily focused on more specific nutritional requirements. The changes include updated food group nutrition standards, such as vegetable subgroups, re- adjusted meat and grain serving sizes to reflect different school grade ranges, an implemented requirement for whole grains, and milk- fat restrictions. Lower calorie ranges and a 1. Regardless of who provides the food (on- site production, catered- vended, or school board kitchen), the raw materials come from USDA as donated commodities; in the case of vended meals, the caterer must use and credit the school for the commodities received. Food safety. Beginning in 2. AMS established a statistically based vendor certification and supply chain quality management program for the purchase of ground beef and pork for NSLP under the Technical Requirements Schedule (GB. The program has enjoyed considerable success in reducing pathogen levels and controlling fat content in lean beef and pork that is provided to school children. Under the program, Meat Grading and Certification (MGC) Branch agents enforce continuous auditing and in- plant monitoring as long as the contractor is in the program. Microbial and fat SPC charts and graphs for microbial levels and fat content are monitored for process assessment purposes on a daily basis. The bill called the Healthy, Hunger- Free Kids Act of 2. Also, the portions must now be larger. Food products and ingredients used to prepare school meals must contain zero grams of added trans fat per serving (less than 0. FDA). Furthermore, a meal can provide no more than 3. School Meals also sets standards for menu planning that focus on food groups, calories, saturated fat, and sodium, and that incorporate Dietary Guidelines for Americans and the Dietary Reference Intakes. Nutrition plays a critical role in cognitive development and academic performance for children; undernourished children are more likely to be less energetic and less able to concentrate. Twenty Cape Town, South Africa, children were studied for 1. The study was based on the hypothesis . Evidence is cumulative and impressive that severe under- nutrition during the first 2 years of life, when brain growth is most active, results in a permanent reduction of brain size and restricted intellectual development. Glenn Morris, director of the Emerging Pathogens Institute at the University of Florida. Critics of this move by Congress claim that pressure was placed upon officials voting on the bill by lobbyists representing pizza manufacturers and cheese producers, as it was seen to threaten the ability of schools to serve pizza and credit it with the same level of nutritional value as they heretofore had. About 3. 6. 8 million children, or 7. National School Lunch Program with an actual average participation in the program of 1. Many of the school buildings in these areas, as well as the small schools in rural areas, were built many years before there were plans for operating a school lunch program, and the buildings did not lend themselves to remodeling for that purpose - neither were local funds available for it. Many of the elementary school buildings in urban centers were built with the idea that the children could and should go home for lunch (. Many of these conditions hold true today. According to a junior high school principal, . We do not check them to see if a student eats. As a whole, we are doing it as a service rather than a need. Many high school students prefer to bring a bag lunch from home or eat snacks and beverages at a nearby stand or from a vending machine in the school. In some instances the portions served to high school students are not adjusted to meet their needs and they seek other sources of service where their tastes and appetites can be satisfied. USDA data indicate that 7. NSLP are children of color, as are 5. However, while this worked in a time where malnutrition plagued the nation. Balancing nutrition and calories has always been a challenge for the NSLP and its participating schools. This struggle can undermine schools that wish to comply with the national standards while still advocating healthy lifestyles. Given the choice, students will often prefer competitive foods that are not required to meet federal minimum nutrition standards. In a study in Boston Public Schools, . If translated nationally, Cohen estimates that roughly $1,2. In a 1. 99. 8 study of 1. St. Paul, Minnesota, the authors discovered a negative correlation between . On average, students from schools without an . Furthermore, students from all schools exceeded the daily USDA recommended calories from saturated fat, and students from schools with . Concerning snack vending machines, the authors determined that with each vending machine present, . According to the School Lunch and Breakfast Cost Study (SLBCS), one in four school districts reported costs for school lunches above the program reimbursement rate. Additional costs also make it difficult to meet federally mandated nutrition requirements because using the best palatable foods for students becomes too expensive. According to the 2. USDA report on the NSLP, . L’artiste, il est vrai, n’est pas format. Musicalement, c’est le rock qui habille le plus souvent les noires humeurs du po. Et difficile d’oublier qu’en 1. Cinq ans plus tard, cette nouvelle . Biographie de l'auteur Longtemps chroniqueur culturel au quotidien Ouest- France, membre du comit. Une annexe de la remarquable revue Chorus. Oui, mais, si l'auteur s'efface devant son sujet, avec humilit. Il n'y a pas (beaucoup) de complaisance, mais les choses sont dites avec tant de pr. Il faut attendre la fin et le glossaire pour obtenir un portrait de HFT, par lui m. Peu d'analyse des textes, pourtant si riches, peu de liens entre ces textes et la biographie.. Il manque donc encore un appareil critique . Une bonne introduction pour le grand public, mais (pour les amateurs) une occasion manqu. Vincent Fumey Hubert F lix Thi faine Jours d 3. Chorus Get your Kindle here or download a FREE Kindle Reading App Hubert F lix Thi faine Jours d 3. Hubert F lix Thi faine qui s tait longtemps refus ce genre d exercice C est fait jours d orage bis est achet et commenc Hubert F lix Thi faine From Wikipedia Hubert F lix Thi faine Jours d 3. Fayard Chorus Download as PDF Commencez lire Hubert F lix Thi faine Jours d 3. Kindle dans moins d 3. Hubert F lix Thi faine Jours d 3. Format Kindle Format Kindle EUR 1. 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Hit Box Chanson Francaise Vol 2 Wszystko gotowe aby pobra. Kliknij tutaj aby przej. Anthologie De La Chanson Francaise 1962./810g4srr-7r85z0xjdgf0xy7/Anthologie. 2011-09-07 391MB 11 10. Va Hit Box Chanson Francaise Volume 1. Samplephonics Electro Francaise MULTiFORMAT (4/5/2015) VA Trax 169 L'avant-Garde Francaise 2013 Charles Aznavour Discography 1952-2008 Genevi Frequently Asked Questions: WNBA - WNBA. What is the WNBA? The Women’s National Basketball Association, or WNBA, is a professional basketball league comprised of 1. The 2. 01. 6 season is the 2. How many teams are there in the WNBA? Currently there are 1. The conferences are divided between the Eastern Conference and the Western Conference. The Women’s National Basketball Association, or WNBA, is a professional basketball league comprised of 12 teams featuring the best women’s basketball players in the world. When was the WNBA established? OFFICIAL RULES OF THE NATIONAL BASKETBALL ASSOCIATION 2013-2014 inside cover for NBA Official Rulebook ~~~ 2013-2014~~08-16-2013. A guide to the basic rules of basketball. British Broadcasting Corporation Home. Skip to content; Skip to local navigation; Skip to bbc.co.uk. Points are scored for shooting the basketball through the hoop. Search results for nba rule book pdf from Search.com. Do you have questions about nba rule book pdf? The NBA Video Rulebook website is intended to help explain the Rules of the NBA game to all interested parties. The NBA Video Rulebook currently contains over 400 different play examples. NBA Officiating News, Rulebook and Referee Operations. Officiating news and NBA Rulebook. POSTED: Nov 30, 2015 2:23 PM ET. Bridge is Three-point Record-holder of Girls High School Basketball. NFHS offers rules and case books in multiple formats. E-Books are available via iTunes and Amazon, while print publications can be purchased on NFHS.com. NBA D-LEAGUE NATIONAL TRYOUT GAME RULES GAME LENGTH: Two 20 minute halves- running time. ADVANCING THE BASKETBALL: Teams may advance the ball following a timeout during the last minute of the second half and overtime. The rules of basketball are the rules and regulations that govern the play, officiating. The NBA changed its rules starting in 2007 to allow officials the ability to view instant replay with plays involving flagrant. The rules of basketball are the rules and regulations that govern. The NBA changed its rules starting in 2007 to allow officials the ability to view instant replay with plays. The teams and their conferences are as follows: Atlanta Dream (Eastern Conference), Chicago Sky (Eastern Conference), Connecticut Sun (Eastern Conference), Dallas Wings (Western Conference). Dates for the WNBA Playoffs are TBD. How many teams make the playoffs? Under the new playoff format announced in January 2. The top eight teams regardless of conference qualify for the postseason. The number of playoff rounds has increased from three to four. Teams will be re- seeded after each postseason round. The first and second rounds are single elimination. No. 4 seed hosts the other first- round winner. The semifinals feature a best- of- five format, with the No. No. 2 overall seed meeting the remaining team. Games 1, 2 and 5, and the lower- seeded teams will host Games 3 and 4 in their respective series. Subscriptions are only $1. WNBA action all year long on your desktop, your tablet or your phone. You can also purchase a Team Pass for $9. How can I follow the WNBA? The official website of the WNBA is WNBA. You can also download the WNBA mobile app for i. OS and Android devices. On social media, you can follow the WNBA on Facebook, Twitter, Instagram, Snapchat (@WNBA) and Vine. Who are the best players in WNBA history? The WNBA has been the home for many legends over the years, but some of the league. These legends helped pave the way for today. Cynthia Cooper is the only player in WNBA history to win back- to- back WNBA MVP awards (1. Candace Parker is the only WNBA player to win WNBA Rookie of the Year and WNBA MVP in the same season. Who. Thompson averaged 1. Tamika Catchings is the active leader in scoring and is No. Which teams have the most WNBA titles? The now- defunct Houston Comets have won the most championships in league history. The Comets won the first four WNBA titles in 1. The Minnesota Lynx (2. In non- Summer Olympic seasons the WNBA holds an All- Star game. The game features an Eastern Conference and Western Conference squad of All- Stars. Each team consists of five fan- selected starters, and seven reserves, which are chosen by coaches and league personnel. The 2. 01. 5 WNBA All- Star Game was held on July 2. Mohegan Sun Arena in Uncasville, Connecticut. Maya Moore took home MVP honors. Who coaches the All- Star teams? The coaches in the WNBA All- Star Game are determined by the previous year. The 2. 01. 6 Draft was held on April 1. Mohegan Sun Arena in Connecticut. Check out the Draft Hub for complete coverage. Who. Starting this season, lottery odds are determined by taking into account the team? Each quarter of play in the WNBA lasts 1. How long is the shot clock? Just like the NBA, the shot clock is 2. What do WNBA players do in the offseason? While the WNBA season is an action- packed 3. Many travel overseas to play in leagues in Russia, Israel, or Italy, just to name a few. Some players also participate with other national teams in tournament competitions, such as FIBA qualifying. What are the rules of the WNBA? Download the 2. 01. What are the other measurements? Just like the NBA, rims in the WNBA hang 1. Per the WNBA rule book, ? Tickets for every team are available on each team website or by clicking here. |
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