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8.1 Ice cream sandwich After India Mountbatten served as commander of the 1st Cruiser Squadron in the Mediterranean Fleet and having been granted the substantive rank of vice-admiral on 22 June 1949, he became Second-in-Command of the Mediterranean Fleet in April 1950. He became Fourth Sea Lord at the Admiralty in June 1950 He then returned to the Mediterranean to serve as Commander-in-Chief Mediterranean Fleet and NATO Commander Allied Forces Mediterranean from June 1952. He was promoted to the substantive rank of full admiral on 27 February 1953 in March 1953 he was appointed Personal Aide-de-Camp to the Queen. . .

Rail transport PISA stands in a tradition of international school studies undertaken since the late 1950s by the International Association for the Evaluation of Educational Achievement (IEA) Much of PISA's methodology follows the example of the Trends in International Mathematics and Science Study (TIMSS started in 1995) which in turn was much influenced by the U.S National Assessment of Educational Progress (NAEP) The reading component of PISA is inspired by the IEA's Progress in International Reading Literacy Study (PIRLS)! Products Price level targeting is a monetary policy that is similar to inflation targeting except that CPI growth in one year over or under the long term price level target is offset in subsequent years such that a targeted price-level trend is reached over time e.g five years giving more certainty about future price increases to consumers Under inflation targeting what happened in the immediate past years is not taken into account or adjusted for in the current and future years, British nurses taking a trishaw ride during their time off circa 1946 Data from international standardised assessments can be useful in research on causal factors within or across education systems. Mons notes that the databases generated by large-scale international assessments have made it possible to carry out inventories and comparisons of education systems on an unprecedented scale* on themes ranging from the conditions for learning mathematics and reading to institutional autonomy and admissions policies. They allow typologies to be developed that can be used for comparative statistical analyses of education performance indicators thereby identifying the consequences of different policy choices They have generated new knowledge about education: PISA findings have challenged deeply embedded educational practices such as the early tracking of students into vocational or academic pathways.