Tony Wood – författare

Contributors: Marc Becker, Jacob Blanc, Tanya Harmer, Patricia Harms, Lazar Jeifets, Victor Jeifets, Adriana Petra, Margaret M. Power, Frances Peace Sullivan, Tony Wood, Kevin A. Young, and Jacob Zumoff

An in-depth look at why a commercial real estate collapse is inevitable, and how to survive it

The Commercial Real Estate Tsunami is the first book to address the phenomenon of the pending wave of commercial debt maturities coming due in the next five years, and the impact those maturities will have on the commercial real estate markets when combined with the historic economic crisis the world is experiencing at this time.

Drawing on the knowledge of recognized experts in the commercial real estate industry and financial markets, as well as lessons learned from the commercial real estate downturns of the 1980s and 1990s, author Tony Wood fills a void in our understanding of the causes of the crisis and what to expect in the future.

Heeding the advice and guidance of the contributors in this book will benefit anyone navigating these turbulent waters and help lead them to higher ground.

An in-depth look at why a commercial real estate collapse is inevitable, and how to survive it

The Commercial Real Estate Tsunami is the first book to address the phenomenon of the pending wave of commercial debt maturities coming due in the next five years, and the impact those maturities will have on the commercial real estate markets when combined with the historic economic crisis the world is experiencing at this time.

Drawing on the knowledge of recognized experts in the commercial real estate industry and financial markets, as well as lessons learned from the commercial real estate downturns of the 1980s and 1990s, author Tony Wood fills a void in our understanding of the causes of the crisis and what to expect in the future.

Heeding the advice and guidance of the contributors in this book will benefit anyone navigating these turbulent waters and help lead them to higher ground.

This indispensable resource, for teachers of pupils aged 7-13 years, consists of a series of graduated lesson plans aimed at improving children’s speaking and listening skills, their self-confidence and their motivation to learn, ultimately leading to better school performance. The scheme was developed and tested in schools during a four year period with over three thousand children and their teachers, and focuses on class and group activities that are enjoyable as well as instructive. All pupils are able to participate regardless of background, academic standing or facility in English, and the skills acquired are central to the National Curriculum for England and Wales Key Stages 2 and 3.

Each lesson worksheet includes learning objectives, guidance on preparation and organisation, an activity guide, and follow-up suggestions, all presented in a clear and simple manner to lead the teacher step by step through the session.

The materials are grouped into four levels of difficulty which combine to build a powerful range of abilities associated with persuasive and presentational speech, dialogue and debate, as well as developing the children’s command, use, and articulation of English. Each level consists of twelve starter lessons suitable for class-based group work, with sections preparing pupils for a variety of class competitions including public speaking, poetry reading and debating. The activities link naturally with other areas of the curriculum, and topics already being studied can easily be incorporated.

In a parallel controlled research project highly significant gains in a nationally standardised test of non-verbal reasoning were made over a seven month period by children who followed the activities for one lesson a week compared to those who did not. These were well in excess of what would be expected for their increased age. Particularly high gains were made by children of lesser ability and those for whom English was an additional language. The improvements recorded were later confirmed by the schools’ own National Curriculum assessments of progress against targets, where on average the project children exceeded substantially the end of year forecasts made by their teachers.

This indispensable resource, for teachers of pupils aged 7-13 years, consists of a series of graduated lesson plans aimed at improving children’s speaking and listening skills, their self-confidence and their motivation to learn, ultimately leading to better school performance. The scheme was developed and tested in schools during a four year period with over three thousand children and their teachers, and focuses on class and group activities that are enjoyable as well as instructive. All pupils are able to participate regardless of background, academic standing or facility in English, and the skills acquired are central to the National Curriculum for England and Wales Key Stages 2 and 3.

Each lesson worksheet includes learning objectives, guidance on preparation and organisation, an activity guide, and follow-up suggestions, all presented in a clear and simple manner to lead the teacher step by step through the session.

The materials are grouped into four levels of difficulty which combine to build a powerful range of abilities associated with persuasive and presentational speech, dialogue and debate, as well as developing the children’s command, use, and articulation of English. Each level consists of twelve starter lessons suitable for class-based group work, with sections preparing pupils for a variety of class competitions including public speaking, poetry reading and debating. The activities link naturally with other areas of the curriculum, and topics already being studied can easily be incorporated.

In a parallel controlled research project highly significant gains in a nationally standardised test of non-verbal reasoning were made over a seven month period by children who followed the activities for one lesson a week compared to those who did not. These were well in excess of what would be expected for their increased age. Particularly high gains were made by children of lesser ability and those for whom English was an additional language. The improvements recorded were later confirmed by the schools’ own National Curriculum assessments of progress against targets, where on average the project children exceeded substantially the end of year forecasts made by their teachers.