Readers. In-class readers: • Will only read what is on the needed document. • May be asked to re-read parts of a document and state the punctuation. • May be asked to adjust speed and volume.
Readers. The readings were performed by 8 certified staff radiologists, fel- lowship-trained and specialized in neuroradiology with clinical experience ranging from 1 to 37 years (mean, 17.9 ± 7.3 years; median, 17 years). They worked independently, rotating each day within the same tertiary institution. They were aware that a study was ongoing but could not guess which patients were included (<1% of the patients being examined were part of the study).
Readers. There will be two (2) professional staff members (Readers) appointed by the President or his or her designee from a list of four (4) professional staff members (unit or non-unit) suggested by the applicant on the basis of relevant expertise. The Readers shall provide the Committee with their evaluation of an applicant's proposal.
Readers. There will be two (2) Readers, in or out of the unit, selected by the professional staff member being assessed on the basis of relevant expertise. The Readers will provide the PSAC with their views on appropriate developmental activities.
Readers. For Group 2 readers, who were informed of the purpose of the photographs but not that mismatched pairs existed, in Xxxxx 0, xxxx of the 20 errors were detected. However, when photographs were provided, 94.4% (17/18) of mismatched pairs were reported (P = 0.0001). There was one false positive reading, i.e., one of 82 properly paired radiographs-photograph matches was erroneously reported as belonging to two different patients. As shown in Table 3, the sensitivity was even higher (88.89%) in the presence of photographs because the observers were incorporating the photographs in their interpretation. The false positive led to a small decrease in specificity to 98.78%. Overall the accuracy increased from 80% to 97% (i.e., for the entire sample including matched and mismatched pairs) once photographs were introduced and readers were instructed to include them in their assessment. When both Group 1 and Group 2 were pooled, the accuracy still showed a sizeable increase from 78.22% to 94% once photographs were included. Time was recorded for all 5 readers in Group 2. Time for interpretation of the 20 pairs did not increase with the introduction of photographs. In fact, a decrease in time for interpretation in phase 2 was seen (Table 2 and 3), although it was not statistically significant. The average (standard deviation) time for radiograph assessment for phase 1 and phase 2 for the 11 readers was 26.45 (+8.69) minutes and 20.55 (+3.40), respectively. The mean time difference between phase 1 and phase 2 was 5.90 (95% CI: -3.629 to 15.434) minutes (t-test, two-tailed P = 0.1911). When the interpretation times for Groups 1 and 2 were pooled, the average (standard deviation) of interpretation times without photographs was 32.16 (+9.61) minutes and the average time with photographs was 23.80 (+9.06) minutes, for an average difference of 8.36 minutes (95% CI: 0.411 to 16.32) minutes (t-test two-tailed P=0.0401). Improvement in Reader Performance In all, 11 mismatched pairs were used. There were 21 instances where readers assessed the same mismatched radiographs without photographs and in another session with photographs. In 19 (90%) of these, readers did not identify the mismatch without photographs, but in another session they identified these as mismatches with photographs. In the remaining 2 instances, readers failed to identify the mismatch both without and with photographs. For 9 mismatched pairs, all readers improved and in 2 pairs none of the readers improved. O...
Readers. Table 1 provides the assessment results for Group 1 readers. In Phase 1, (i.e., without the benefit of photographs), only one reader correctly reported the presence of mismatched radiographs. In Phase 2, i.e., when photographs were provided but readers were not made aware of the purpose of photographs, 5 of the same readers correctly reported the presence of all mismatched radiographs; an additional 3 readers reported the presence of some mismatched pairs. One reader later mentioned that he was actively ignoring the photographs because he thought the intent of their use was to distract readers from providing a proper radiologic assessment. Despite this belief, the reader did note the last mismatch as he was finishing the study. Two readers reported that they used the photographs to confirm the presence or absence of intravenous lines and tubes, but did not compare the two photographs to see if they were from the same patient. Overall, there was a significant difference in the mismatch detection rates without and with photographs (P = 0.0003) in the first group of readers who were not informed of the purpose of the presence of photographs. In the absence of photographs, only 3 of 24 (12.5%) mismatched pairs were reported; with photographs detection rate improved to 16 of 25 (64%) mismatched pairs. Table 3, shows the sensitivity, specificity and accuracy for detection of mismatched pairs with and without photographs: we note an increase in accuracy from 78% to 91%. The mean (standard deviation) time for interpretation without photographs was 35.73 (8.84) minutes and with photographs was 26.51 (11.65) minutes, with mean difference being 9.23 (95% CI: -2.66 to 21.12) minutes (unpaired t-test, two-tailed P = 0.1178), which was not statistically significant.
Readers. The discount to VAR is [**] off the then current list price up to [**] readers. For quantities greater than [**], the Gemplus Account manager must be contacted to authorize discounts.
Readers. PRODUCT PART NUMBER REQUIRES UNIT PRICE EXPORT LICENSE -------------------------------------------------------------------------------- 210 READER (FOR MAC & UNIX) $ 79 . Includes . Serial connector . Power supply * MUST SPECIFY . For MAC or 050-1014-M . UNIX or 050-1014-U -------------------------------------------------------------------------------- 210 READER (FOR WINDOWS) $ 59 . Includes . Serial connector . DIN through-keyboard power * MUST SPECIFY . PC mini DIN (PS/2) or 050-1014-N . PC maxi DIN AT 000-0000-X . PC export (mini & maxi DIN) 050-1014 * DEFAULT is PC, mini DIN -------------------------------------------------------------------------------- 215 READER (FOR WINDOWS) $ 85 . Plug and play for Windows . Includes . Serial connector . DIN through-keyboard power * MUST SPECIFY . PC mini DIN (PS/2) or 050-0215-N . PC maxi DIN AT 000-0000-X . PC export (mini & maxi DIN) 050-0215 * DEFAULT is PC, mini DIN -------------------------------------------------------------------------------- 300 SECURITY ADAPTER WITH READER 050-1038 Yes $395 . Requires . ISA PC Interface . FIPS 140-1 Level 3 compliance -------------------------------------------------------------------------------- 410 READER 000-0000-0 $107 . PC-CARD Type II . Requires . DOS or Windows 9X/NT -------------------------------------------------------------------------------- Prices are FOB Irvine, CA; do not include shipping or insurance and are subject to change without notice.
Readers. Appleton shall have the right to place one or more purchase orders to Spectra for the Readers specified in Exhibit C to this Agreement, and Spectra shall be obligated to provide such Readers (with accompanying Reader Operating Software where necessary) to Appleton, up to the maximum quantities set forth on Exhibit X. Xxxxxxxx agrees to purchase its supply needs of Readers solely from Spectra. Spectra shall use reasonable commercial efforts to fulfill purchase orders for quantities exceeding the maximum quantities set forth on Exhibit C. Upon receipt of such purchase order, Spectra shall manufacture Readers and shall supply said Readers to Appleton, under the following terms:
Readers. Although the instructor has the final responsibility for determining a student’s grade, readers may be used by faculty members to help with written assignments, and with midterm or final examinations. It is the responsibility of both the instructor and Xxxx to determine that readers are adequately qualified for their assignments. An instructor requesting a reader should make clear on his or her application the number of students enrolled in class, and the number and length of written assignments to be demanded. The number of reader hours assigned will be determined by the Xxxx.
