Performance of individual species classes was assessed using traditional ROC and AUC (Fig. 3).
Significance of differences between all classes was assessed using the nonparametric Kruskal Wallis test.
First, for all the variables, the relevance of differences between classes is assessed using the corresponding statistical test (ANOVA, Kruskall-Wallis test or chi-2 independence test).
The association between breast cancer classes and both histopathological and clinical characteristics, which were not involved in the development of the classes, was assessed using Cramer's V (Friendly, 2000) to produce P-values.
The difference of the overall outcome distribution (CR, PR, and NR) among CXCR3 and CCR5 polymorphism classes was assessed using the Kruskal Wallis test that accounts for the ordered nature of the outcomes (i.e., degree of response: CR better than PR better than NR).
Finally, interest, attainment, and utility value beliefs concerning their mathematics class were assessed using scales taken from the Michigan Study on Adolescent Life Transitions (MSALT), which has been used extensively in the past (e.g., Eccles et al. 2003).
The contribution of individual risk factors toward each risk class was assessed using bootstrap.
Correlations between the inflammatory markers and Child-Pugh class and tumor stage were assessed using Spearman correlation coefficients.
Activities of the Class IIa HDACs (HDAC4, 5, 7, 9) were assessed using a Class IIa-specific substrate (R, Acetyl-Lys trifluoroacetyl -AMC; LAcetyl-Lys trifluoroacetyl -AMC
Inter-user consistency and agreement were assessed using intra-class correlation coefficient (ICC) analysis.
