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Search and Remove a Text from a PDF using iTextsharp – Pearls of ...
9 Aug 2015 ... In this Post we are going to look at how we can search a specific text and visually remove them using iTextSharp library. Steps Involved : 1.

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NOTE: Based on varimax and oblimin rotations of 14 WAIS-III subtests at ages 16 89 (Kaufman et al., 2001).

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itextsharp remove text from pdf c#

iText 5-legacy : How to remove text from a PDF ?
12 Jan 2015 ... Is it possible to remove all text occurrences contained in a specified area (red color rectangle area) of a pdf document? 5th November 2015.

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The four-pronged division of WISC subtests proposed by Bannatyne (1968, 1971) and subsequently modified (Bannatyne, 1974) has achieved widespread use for the assessment of children and adults (Kaufman, 1979b, 1990, 1994a). Numerous WISC, WISC-R, and WISC-III investigations of reading and learning-disabled children have revealed characteristic profiles for groups of children with learning difficulties; they perform relatively well on the Spatial triad, but demonstrate weaknesses in the Sequential and Acquired Knowledge areas (Kaufman, 1994a; Kaufman, Harrison, & Ittenbach, 1990; Rugel, 1974). WAIS and WAIS-R studies have also demonstrated the usefulness of this categorization system for organizing the profiles of adults with learning problems (e.g., Cordoni, O Donnell, Ramaniah, Kurtz, & Rosenshein, 1981; Salvia, Gajar, Gajria, & Salvia, 1988). Indeed, some evidence suggests that learning-disabled adults also perform poorly on the subtests composing Bannatyne s Sequential and Acquired Knowledge groupings (see 11). Bannatyne s recategorization of Wechsler tasks, as applied to the WAIS-III, is shown in

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Changing existing text in a PDF using iText – Sampath LK – Medium
14 Oct 2016 ... Last few days I was trying to modify some PDF file using iText library. ... So my first try was to replace the existing text with dynamic data. I…

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Table 10.2. We have categorized the new subtests of Matrix Reasoning and Letter-Number Sequencing based on our clinical judgment of what these tasks measure. All WAIS-III tasks, except Picture Arrangement and Symbol Search, are included in Bannatyne s system, and two tasks (Vocabulary, Arithmetic) appear on two different scales. Picture Arrangement appears to measure skills akin to both Sequential and Spatial abilities; its exclusion from Bannatyne s approach again reinforces its maverick, subtest-specific nature. The Spatial Ability category corresponds to the Perceptual Organization factor in the WAIS-III three-factor solutions, to the subtests most associated with Witkin s field dependence/field independence cognitive style (Goodenough & Karp, 1961), and to the tasks most associated with the simultaneous processing of stimuli (Das, Kirby, & Jarman, 1979; Kaufman, 1979b; Kaufman & Kaufman, 1983a, 1983b; Naglieri & Das, 1997b). The Sequential Ability grouping is related to the familiar Working Memory/Processing Speed factors, although for the WAIS-III, the quartet of Arithmetic Digit Span Digit Symbol-Coding Letter-Number Sequencing seems like the best representation of this sequential factor. As Bannatyne s name for the category implies, it also reflects what has been referred to as the sequential processing of stimuli, and to what the NaglieriDas-Luria model calls successive processing. Consequently, a comparison of Bannatyne s Spatial and Sequential categories for a given individual

may give insight into that person s mental processing preference, whether sequential or simultaneous. If the Luria (1980) model is extended one step further, the person s Picture Arrangement scaled score may give some clues to his or her planning ability. The two categories composed only of Verbal subtests are also quite useful for profile analysis. The Acquired Knowledge grouping, in particular, often separates out from the remainder of the Verbal Scale for bright individuals who are dyslexic or who have completed only a little formal education, and for people of average or above average intelligence who have made the most of their ability through intellectual striving. The Acquired Knowledge grouping will be uncharacteristically low in the first case, and unusually high in the second. A method for converting a person s scaled scores on the four different Bannatyne categories of WAIS-III tasks to standard scores (mean = 100, SD = 15) is given in 11, as is a simple empirical technique for computing strengths and weaknesses on the four Bannatyne categories.

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itextsharp remove text from pdf c#

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itextsharp remove text from pdf c#

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itextsharp remove text from pdf c#

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