Why Is Home Tutoring Business An Excellent Alternative To Buying A Franchise?

Home Tutoring Business offers you the opportunity to establish a home-based tutor referral service in your community. A detailed business plan is already written for you. Your blueprint to success is thorough enough for you to be up and running quickly, while allowing you to add your own personal touches based on your business experience.

The Advantages of Home Tutoring Business

1) Low purchase price – packages are between $1995-$5995 with additional start up costs of approximately $1500-$2500.

Franchise prices begin at approximately $19K and can be as high as $100K. Additional start up costs are usually between $20K-$60K or more.

2) Your revenue is not shared with HTB – no monthly fees of any kind – EVER!

Franchises take a monthly percentage of your revenue. Some also take a percentage of revenue for national advertising which may or may not benefit you, depending on the market you service.

3) There is no need to sign any contracts with us, thus no renewal fees or transfer fees if you sell your business.

The typical franchise agreement is for a period of ten (10) years with a renewal fee due at the end of that period if you plan to continue operating your franchise.

4) We don’t ask you to prove your cash liquidity or net worth.

Franchises want to know your personal financial situation. They often ask for proof of your liquid assets. If you don’t meet their requirements, you may be turned down for a franchise.

5) Grow your business – no geographical limits.

Franchises allow you to “buy” a protected territory. If you want more than one territory, usually defined by population, your franchise fee will be higher.

6) On-going support built in to each package price via email or phone.

Support is usually promised when you sign your contract. When you are dealing with a large franchise corporation, it is infrequent that you will speak directly to the President or owner.

7) Optional visit to our home office for training is provided but not required.

Many franchises require you to visit their corporate office for two-three days of training. You pay your own expenses.

8) Personalized website is offered, not a corporate website.

A corporate website is powerful, however, not personalized to your business. Most franchises will provide your contact information and you receive any inquiries via an email.

9) Custom Accounting Software offered- written specifically for HTB.

Some franchises have Accounting Software programs and some don’t.

10) Merchant Account provided – begin taking credit cards immediately when we install our “Virtual Terminal” on your PC.

Merchant Accounts are rarely provided. If you want to take credit cards (which will substantially increase your revenues), you are on your own to find a vendor.

11) Ad copy designed and provided for you, not only at the start-up phase, but throughout your tenure owning your business.

Depending on the franchise, you might be able to have ads designed for you specifically, especially at the beginning of your ownership. On-going ads are cookie-cutter because they apply to every franchisee.

12) A comprehensive step-by-step manual is your guide, documenting exactly how to begin, maintain and grow your tutoring referral service.

Franchises usually provide a training manual, written by the training department, not the owner.

13) Fulfill a niche in the tutoring industry by providing one-on-one in-home tutoring from the schools’ curriculum.

There are very few one-on-one in-home tutoring franchises in the marketplace. Most tutoring franchises are learning centers, which involves a huge capital investment.

14) Work from home – you do not need an outside office or store-front which keeps your overhead low.

Learning centers are obviously just that – a center – and that is where your office will be located. You will be responsible for rent, insurance, employees and everything else that goes along with owning a business outside of your home.

For many people, a franchise is the way to go. As an ex-franchisee for three years, I was very disappointed in my experience, and I was a top producer for the company. I owned one of the only major in-home tutoring franchises in existence eight years ago. There are a few others on the market now, but they are small and usually owned by a teacher or educator, not a business person.

“Financially, Home Tutoring Business (HTB) is offering more to the buyer – we are offering an opportunity to be a true entrepreneur backed by my knowledge, support and experience actually working in the field for eight years. HTB will help you establish your own company name and identity in the geographical areas you decide to service” says Laurie Hurley.

Personal experience, backed by individualized attention and knowledge of how to begin a lucrative tutoring referral service that is in high demand in almost every part of the country can be yours – without the steep financial investment.

For more information on a Home Tutoring Business or to purchase a business package, please visit http://www.hometutoringbusiness.com or call 1-888-847-0033.

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Laurie Hurley is the President and Founder of Bright Apple Tutoring Service, Inc. serving Ventura County and surrounding areas in Southern California. Laurie is also President of Home Tutoring Business. For more information or to purchase a business package, visit www.hometutoringbusiness.com or www.brightappletutoring.com. Okay to repost as long as bio is intact.

Begin a Cardiac Rehabilitation Program For a Heart Healthy Lifestyle

Two months after my open-heart surgery, through my cardiologist’s referral, I was cleared to begin a physician-sponsored cardiac rehabilitation program – a program of exercise and risk-factor education for individuals recovering from serious heart procedures and heart disease.

Some patients are healed enough to begin sooner, some later. The gym facility where I live in Santa Fe, NM, called the Center for Living Well, is spaciously housed in the basement of our one hospital. In the last thirty years, thousands of cardiac rehabilitation programs have sprung up far and wide in the U.S. alone, all featuring similar characteristics.

In my book, The Open Heart Companion: Preparation and Guidance for Open-Heart Surgery Recovery (Open Heart Publishing, 2006) I advise, "systematically increase your walking every day, to the point where you can visualize and look forward to the strength retraining and aerobic stamina offered in a good cardiac rehabilitation program. Once your doctor finally approves you for cardiac rehab, you will discover what may be a new experience, or the reawakening of an old pleasure -- going to the gym!"

Beginning a cardiac rehabilitation program is truly an exciting moment. I was finally up to moving my body for real. I knew I had made tangible progress or I wouldn’t be there. I was assigned an exercise physiologist, or case manager. After a general orientation (completing a detailed questionnaire, learning to take my pulse, oxygen usage and rhythm monitoring guidelines) I was given a personal exercise worksheet. Preferably three times a week for one hour, I was to track my gentle progress forward in a customized program -- using the treadmill, bike, stairs, UBE machine (aerobic ergometer), and so on. Adding weight training to the regimen was to come later, at the discretion of my case manager. In addition, numerous classes (stretching, therabands, free weights) and support groups (smoking cessation, stress management, osteoporosis and diet education) were all available in the package. Once a month there was an “Ask the Cardiologist” Q&A hosted by one of the New Mexico Heart Institute cardiologists. Most of all, the staff were caring, devoted, highly attentive, good-humored professionals. There was a palpable air of camaraderie and developing friendships that evolved into a memorable support group experience for me.

I was accepted into the program provided I agreed to wear a wireless heart monitor during exercise. What a good thing! My heart was still ricocheting in and out of irregular rhythm (atrial fibrillation). There was always someone at a computer screen monitoring my rhythm. If, as is more likely with exertion, my a-fib returned, even if I didn’t notice, a nurse or exercise physiologist would check in with me. How was I feeling? Did I feel lightheaded? Did I need to slow down? Maybe end my session for the day? Your pulse is x, let’s check your blood pressure.… Since a patient’s inclination may be to push through (my common approach in the past), the permission to simply stop, give yourself a break, can be welcome. I felt completely taken care of. With so many dedicated professionals around me, and the new friends I was making, I could never run too far into trouble. Although physically challenging at times, the cardiac rehab environment made for a positive, confidence-returning experience.

In the book, Heart Attack: Advice for Patients by Patients (Yale University Press, 2002), most of the eleven contributors go out of their way to rave about their cardiac rehab program experience. “The highlight of my day…”, “I credit the program with getting my life back on track…”, “I’ve been a member now for ten years and I know it is keeping me healthy…”, “My wife is now in the program with me. We’ve made some great friends….” The social and emotional support received can be priceless. Rather than returning to one’s previous gym or yoga class, many heart patients take advantage of ongoing membership in their cardio-directed program.

Copyright (C) 2006 Maggie Lichtenberg. All Rights Reserved

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Maggie Lichtenberg, PCC, a recent open-heart surgery thriver, is an open heart coach to heart patients and their loved ones, a professional speaker, and frequently published author. To subscribe to her free online newsletter, Heart To Heart, send a blank email message to HeartToHeart-On@zines.webvalence.com. To learn more about Maggie's free phone support group and other programs go to http://www.openheartcoach.com. Article is free to reprint as long as author’s bio remains intact.

Posted by Diana - www.virtualwordpublishing.com

The “Extra” in Extracurricular Activities for College-bound Hopefuls

Recently, colleges are reviewing too many applications where student are addicted to getting good grades, but sacrificing the time to figure our what makes them “tick” becoming somewhat robotic in an increasing competitive atmosphere. Although the academic criteria remains the driving force of college admissions, the problem lies with what to do when you have too many applicants have the GPA between 3.80-4.0. Many of us have heard the stories of the students with the 4.0 not getting in, while students with less academic numbers are. Sure, colleges want students who will do well academically at their campus, but also they want their students to come in with ideas and energy towards developing innovation, contributing creativity, and eventually receiving recognition. With this in mind, colleges need students who can go beyond the expectation, who has a love in life whether its sports, volunteer work, a talent, traveling, the list goes on. Most importantly, students need to articulate this “difference” in a 4-8 page application.

Ok, now how to do this. It is important that students do two things at all times while maintaining a good academic record: 1) Have the personal time to breathe and relax, and 2) Commit to something that they love (or at least like). Students who are committed to one activity for 2-4 years show a much stronger commitment and level of motivation compared to the student with 20 for short periods of time. And still, students involved with more two or more activities for 2-4 years shows even potential.

When I was an admission counselor for a University of California campus, I questioned the college application that listed a slew of activities, which seemed to have no connection or correlation to one another. The applicant would squeeze activities on the sides of the pages “1 month volunteering at the hospital, 2 times going to the homeless shelter, 2 months interning at the pet adoption center, 6 months taking piano lessons, etc.” Although the page was “full,” my first assumption was full of questionable motivation and lack of commitment. I questioned if the student only participated in these things for the sole purpose of filling out this page, and hoped to have an explanation in the student’s essay. Many times I don’t get the explanation and my assumption continues on.

Always keep in mind that colleges want student who can think critically and pursue an idea, not student who can follow rules and meet expected criteria – it’s about thinking outside the box. For help in learning more about getting into college turn to http://www.collegeconfidence.com for tips and suggestions.

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Sonja Montiel, M.A., is founder of College Confidence, a Westlake Village-based college counseling firm. Montiel serves on the executive board of the Western Association of College Admissions Counseling, is active with the National Association of College Admission Counseling and serves on the planning committee for Ventura County's National College Fair. She is also a member of the Higher Educational Consultants Association. For information, call 407-7023 or visit http://www.collegeconfidence.com

College Planning Starts Early

No more than a few years ago, college planning started in 12^th grade where it was the first time students learned about the SAT tests and build their list of colleges. Times have change with many students currently beginning their planning as early as 9^th grade. While some may argue that beginning the college process this early is ridiculous, the truth is that it’s quite necessary. Keep in mind that asking young students in 9^th grade what colleges they are applying to does not define good college preparation; however, asking them if they would like to keep the educational doors open after high school is a conversation that must happen early on. Before reviewing the aspects of good college advising, let’s look at three major influences that have impacted the way we plan for college.

Competitive Labor Market:

According to the Current Population Survey conducted by the U.S. Census Bureau in 2003, 77% of students who receive a high school diploma will enter the labor force compared to 85% who receive a bachelor’s degree and 91% who receive a doctorate’s degree. The same survey also revealed that the average earnings in 2002 increased with each education level with high school diploma workers earning an average of $27,280 annually, compared to the average annual income of $51,194 earned for the bachelor’s degree holder (Stoops, 2004). The pressure and expectation of students attending college is no longer a “dream” or family quest, but more a requirement in order to obtain a career that gives a decent paycheck.

Population and Demand:

With competition increasing due to the sheer numbers of high achieving students, students and parents applying to college are feeling the pressure to prepare early. The panic of becoming the “top student” or “winning the race” has evolved into an obsession that leads students and their parents to push the college planning envelope as early as possible. The good old American “competitive spirit” is out there, and although often having negative effects on student performance (if this competitive spirit is not nurtured appropriately), the desire to become number one demands early college planning. It also ensures successful results in getting students in the college of their choice.

Increase Colleges Choices

With over 3,000 colleges and universities in the United States and the bridging of a more global world, the encouragement of students to attend a college or university out of state has increased as well as the encouragement for students to consider applying to more colleges. At the same time, these colleges and universities have become aggressive in their recruitment and marketing techniques introducing more attractive opportunities that a student has to choose from. As a result, students must begin researching what colleges seem the “best fit” for them deciphering the difference between persuasive marketing messages. Just a reminder that finding the “best fit” does not mean finding out about the likelihood of being admitted. Instead, finding the “best fit” college means to conduct campus visits, research their personalities and atmosphere, and asked themselves “where do I really fit best?” All this requires more time for investigation and planning outside regular high school counseling hours.

It’s evident that the college going culture is growing by the minute, and in order for students to end up happy and successful (in that order), the college conversation needs to start early. Be aware, however, there is a damaging assumption that in order to help students prepare for college, we must use tactics that instill (intentional or unintentional) anxiety, fear, and uncertainty to the process such as national rankings and statistical GPA and SAT averages. On the contrary, students who are most successful in the college process are those who can reflect on their own needs and interests, and more importantly act on those needs and interests, as well as establish good study habits and time management skills.

Also, keep in mind college admissions review student’s academic and extracurricular activities for the entire 4 years; not only 11-12^th grades. Many students who do not have a sense of what colleges expect of them risk the surprise of not meeting specific requirements or not having enough time to build on their interests in time. In order for students to reflect on what makes them tick, we must challenge our students to find their voice early in life, introduce the ideas of what a college education means in terms of opportunity, and prepare them to be advocates for themselves as they decide which high school courses to take and which activities to be involved in. This is the process of finding their voices, and it is their voices that will drive the college process as we as educators, counselors, and parents become their cheerleaders.

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Sonja Montiel, M.A., is founder of College Confidence, a Westlake Village-based college counseling firm. Montiel serves on the executive board of the Western Association of College Admissions Counseling, is active with the National Association of College Admission Counseling and serves on the planning committee for Ventura County's National College Fair. She is also a member of the Higher Educational Consultants Association. For information, call 407-7023 or visit http://www.collegeconfidence.com/.

Posted by Diana - www.virtualwordpublishing.com