Since 1974 the professional preparation of primary school teachers in Ireland has been catered for in the context of a three-year university degree. The present paper tries to show how one college attempted to cater for the difficult and dangerous transition involved in making this provision against a background of having spent the previous 75 years preparing teachers in a non-university context.While the general subject herein examined is undoubtedly multi-faceted, the main emphasis in the paper will be upon the particular steps taken to ensure the retention of as reasonable an emphasis as possible on the acquisition of practical teaching skills, while at the same time making adequate provision for the higher level of academic work which involvement with the university necessarily presupposes.Very particularly the college was conscious of the danger which had attended the attempts of many institutions in other countries in seeking to effect the transition in question: namely, that the traditional preoccupation of universities with theoretical studies could easily lead to a serious diminution of emphasis on skill acquisition which, in the past, constituted one of the main strengths of the training college tradition.The purpose of this paper is not by any means to give the impression that the college in question has found the ideal answer to this major problem. It would, however, on the basis of its experience, confidently submit, that the approach it has taken clearly possesses distinct advantages which are well worthy of serious consideration by any institution contemplating a similar transition.The theme of this paper has to do with the efforts of one Irish college of education [ 1 ] to effect the difficult transition from a two-year, sub-university course of initial preparation for primary teachers, to a more complex, university-validated three-year degree course, in such a way as to ensure that university values and standards would enrich but would not supplant the generally acknowledged strengths of the training college tradition [2]. In embarking upon this development the institution in question was by no means unaware either of the nature and extent of the main problems involved or of the fact that similar ventures in other countries had occasionally proved to be something less than fully successful. It had the considerable advantage, however, of being in a position to discuss both its overall strategy and many significant details of its plans with comparable institutions abroad; and it is in some considerable measure to the helpfulness and forthrightness of staff members in these institutions in alerting it, in particular, to what they with hindsight could identify as their more serious errors that it can attribute the level of determination which characterized its negotiations with the university and which
Purpose
To explain the benefits and the regulations pertaining to Jersey as a domicile for investment funds.
Design/methodology/approach
Provides an overview of Jersey as an international financial center followed by a detailed description of Jersey regulations applying to private funds, expert funds, listed funds, regulated investor funds, retail and other collective investment funds (CIFs), and notification-only funds. Explains fund vehicles including unit trusts, limited partnerships, and companies. Discusses taxes and fund service providers.
Findings
Jersey is one of the world’s major international finance centers, offering location and time-zone benefits; stability and reliability; tax neutrality; a stable political, fiscal and regulatory infrastructure; and highly-skilled financial-service providers.
Originality/value
Expert guidance from experienced investment-funds lawyers
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.