Non-Isothermal Dynamic Mechanical Analysis of Ribbon Metallic Glasses and Its Thermodynamic Description.

In this work, derivation of the main thermodynamic relationships is realized together with the applied calculation of some parameters, providing the systematized description of non-linear thermo-mechanical deformation at dynamic mechanical analysis (DMA). Obtained equations and values agree well with experiments on different ribbon metallic glasses. We generalize the main initial conditions (i.

Magnetic properties of Co-based and Fe-based tape amorphous alloys.

The description of the magnetic properties of amorphous alloys and comparison of the model evaluation with experimental data have been carried out in terms of the magnetic theory of disordered systems (Biryukov's theory). The hysteresis loops for a number of amorphous metallic glasses have been investigated and it also has been shown that Biryukov's hypothesis about the weak correlation between spin and electrostatic components is true for the amorphous magnetic system that permits to interpret collectively the results of different magnetometric experiments.

The computation of equating errors in international surveys in education.

Since the IEA's Third International Mathematics and Science Study, one of the major objectives of international surveys in education has been to report trends in achievement. The names of the two current IEA surveys reflect this growing interest: Trends in International Mathematics and Science Study (TIMSS) and Progress in International Reading Literacy Study (PIRLS). Similarly a central concern of the OECD's PISA is with trends in outcomes over time.

Translation equivalence across PISA countries.

Due to the continuous increase in the number of countries participating in international comparative assessments such as TIMSS and PISA, ensuring linguistic and cultural equivalence across the various national versions of the assessment instruments has become an increasingly crucial challenge. For example, 58 countries participated in the PISA 2006 Main Study. Within each country, the assessment instruments had to be adapted into each language of instruction used in the sampled schools.