Howard Shank
Tue, 22 Jul 2008 06:46:45 -0700
There are some issues with the html worker not processing your file properly.
But, part of the problem is your style is forcing the leading to 10,0 and is
making the spacing look bad because your html has no font information embedded
in it to override anything. Look at adding more style information and/or adding
font attributes to your html.
Howard Shank
----- Original Message ----
From: krishna tara <[EMAIL PROTECTED]>
To: Post all your questions about iText here
<itext-questions@lists.sourceforge.net>
Sent: Tuesday, July 22, 2008 1:09:26 AM
Subject: Re: [iText-questions] Is rowspan and colspan possible in iText
Please find the attached html file.
On Mon, Jul 21, 2008 at 9:28 PM, Howard Shank <[EMAIL PROTECTED]> wrote:
Can you provide the HTML file?
Howard Shank
----- Original Message ----
From: krishna tara <[EMAIL PROTECTED]>
To: Post all your questions about iText here
<itext-questions@lists.sourceforge.net>
Sent: Monday, July 21, 2008 11:46:38 AM
Subject: Re: [iText-questions] Is rowspan and colspan possible in iText
I wrote the following code:
StyleSheet st = new StyleSheet();
st.loadTagStyle("body", "leading", "10,0");
ArrayList p = HTMLWorker.parseToList(new FileReader("C:/iText/sir.htm"), st);
for (int k = 0; k < p.size(); ++k)
document.add((Element) p.get(k));
After completion of compiling file the output is not coming properly for ex: If
there are some spaces between line to line or paragraph to paragraph then the
converted file format has been changed I mean the entire alignment.
On Mon, Jul 21, 2008 at 8:38 PM, 1T3XT info <[EMAIL PROTECTED]> wrote:
krishna tara wrote:
> Could you please provide sample code.
Google is your friend.
--
This answer is provided by 1T3XT BVBA
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-----Inline Attachment Follows-----
The is designed to:
* Identify areas of strength and/or areas for improvement.
* Provide information on new teaching methods or techniques used in
class.
* Provide feedback from students about their courses.
NUMBER OF STUDENTS RESPONDING
The number of students responding can affect the results when the class is
very small (fewer than 10 students are enrolled), or when fewer than
two-thirds of the students enrolled in the class actually respond. For this
reason, a Class Report will not be produced when fewer than five students
responded, that is, fewer than five completed answer she were received for a
class.
The degree of accuracy for each item mean increases as the number of students
responding increases. For example, the estimated reliability for the Overall
Evaluation item is .85 if 15 students respond and .90 if 25 students respond.
(A full discussion of the reliability of student evaluation items can be found
in Report NO. 3.) To call attention to possible reliability concerns, a report
will be flagged (*) for one or more of the following.
* The number responding will be flagged when: 10 or fewer students
responded or less than 60 percent of the class responded (this calculation is
based on information from the Instructor's Cover Sheet).
* An item mean will not be reported when: 50 percent or more of the
students did not respond, or marked an item "Not Applicable", or fewer than
five students responded to an item.
* An overall mean is not reported when one or more item means are not
reported.
PRELIMINARY COMPARATIVE DATA
The comparative means used throughout this report are based on user data from
a sample of two year and four year colleges and universities from 1999-2005
administrations. The comparative means for 4-year institutions were obtained
by averaging the mean ratings for more than 117,000 classes from 116
institutions. The comparative means for 2-year institutions were obtained by
averaging the mean ratings for approximately 66,400 classes from 57
institutions. These means will be updated periodically. An institution is
identified by type -- two-year or four-year -- On the Processing Request form
that is returned with the questionnaires for scoring. Either two-year or
four-year comparative data are used based on that identification. Mean ratings
within each institution type may vary depending upon class characteristics such
as class size, level, and subject area. The Comparative Data Guides for
two-year and four-year colleges contain class means and
percentile distributions for different class sizes, levels, types of classes
(e.g., lecture discussion, lab, and for several diffrent subject areas). A
copy of the appropriate Guide can be downloaded from the website at www..org/.
Local Comparative Data: Equally important and useful are an institution's own
copmarative data. Such local comparative data - e.g., an Institutional
Summary, departmental summaries, program summaries - are available to any user
institution. Forms for ordering these reports are included in the Institutional
Coordinator's Manual.Understanding Mean Ratings
Ratings can vary by class size and discipline. The Comparative Data Guides
provide data by various categories to assist users in interpreting the
reports. Please refer to the Guide and to the Guidelines for further
information. Since student ratings typically tend to be favorable, it is
important to have comparative data to interpret a report fully. For example,
while a 3.6 is numerically above average on a 5-point scale, it may be average
or even slightly below average in comparison to other means for items in ..
What Makes a Score Difference Significant?
The mean scores on all of the items and scales in this report have been
compared against the scores obtained by all of the classes in one of the
appropriate comparative data groups (two-year or four-year institutions).
Specifically, the scores have been compared against the score values
corresponding to the 10th percentile and 90th percentile in the comparative
group. If the results indicate a score is sufficiently reliable and is below
the 10th percentile or above the 90th percentile, it will be flagged in the
report as follows:
+ This class mean is reliably at or above the 90th percentile.
- This class mean is reliably at or below the 10th percentile.
Scores above the 90th percentile or below the 10th percentile are flagged when
there is appropriate statistical confidence that the "true scores" (i.e., the
scores that would be obtained if there were no measurement error) fall within
these ranges. If a score is flagged with a +, there is less than one chance in
20 that the true score is below the 90th percentile; if a score is flagged
with a -, there is less than one chance in 20 that the "true score" is above
the 10th percentile. (One chance in 20 is the commonly accepted measurement
standard for a 95% confidence level.)
Because measurement error varies from class to class, instructors and
administrators are recommended to use the comparative data guide at for making
their own appropriate comparison. In particular, measurement error tends to be
larger when the number of respondents is low and when disagreement among the
respondents is high.
Copyright © 1995 by Educational Testing Service. All rights reserved.
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