The enrollment conference is not where you sell. It is where you finalize. By the time a family sits down with you, roughly 85 percent of the decision is already made \u2014 in the intro lesson, in the phone call, in the rapport you built. Your job at the table is to clear objections and take payment.<\/p>\n\n\n\n
Here is what I watch owners do. Enrollments dip, so they go hire a salesman, or they promote a friendly instructor to program director and send him to a seminar. Then he walks a family into the office and talks at them for thirty minutes. I call it verbal diarrhea. He is working hard, he is being persuasive, and he is losing a sale he already had.<\/p>\n\n\n\n
The premise is wrong. Nobody gets talked into a four-year commitment by a stranger in thirty minutes. If a family is not already sold before they sit down \u2014 if they have not decided, on the floor, that they want this \u2014 no amount of talking fixes it. And if they are sold, talking at them can only introduce doubt.<\/p>\n\n\n\n
The most effective selling I have ever seen is asking questions and listening to the answers. Asking the right questions in the right order, so that by the time price comes up there is nothing left in the room to object with. I have run this conference in roughly this form for more than thirty years. It came out of the Jhoon Rhee Institute in Washington D.C., where I was head instructor and branch manager, and I have barely had to change it. Here it is, organized into seven gates.<\/p>\n\n\n\n
A gate is a checkpoint. You do not proceed until it is closed. Run them in order and the conference gets boring \u2014 which is what you want, because boring means nothing is going wrong.<\/p>\n\n\n\n
The first thing that happens at the table is an evaluation of the student. Not a pitch.<\/p>\n\n\n\n
I use a simple grid and have used essentially the same one for three decades: attitude, effort and enthusiasm, respect and mannerisms, concentration, progress rate, fitness, flexibility, speed, power, balance and coordination. Each gets marked fair, average, above average, or excellent. There is no magic in the instrument. The magic is what it does to the conversation.<\/p>\n\n\n\n
First, it keeps you in the teacher role. If the same person who just taught the class starts talking money, the family feels the hat change and their guard goes up. My ideal structure: the program director teaches the first intro, the instructor teaches the group class, then the instructor walks the family in, delivers the evaluation, excuses himself back to the floor, and the program director finishes. Clean handoff, and nobody changes hats in front of the customer.<\/p>\n\n\n\n
Second, the evaluation manufactures agreement. You are about to make eight or ten small statements and you want a nod on every one. “She had a great attitude and terrific effort \u2014 she really seems to be enjoying this. Wouldn’t you agree?” And the parent says, “I haven’t seen her this excited about anything in a long time.” That is a buying signal you created.<\/p>\n\n\n\n
Do not mark everything excellent. That is flattery and parents smell it. Mark what you saw, then supply the context \u2014 the context is where your expertise shows. A five-year-old looks scattered in his first class. Say so, then say the true thing: “I know he didn’t look as focused as the older kids. For a five-year-old, he is above average. We’ve worked with hundreds of them. What you’re going to see is dramatic progress as he adapts.” You told the truth, demonstrated pattern recognition, and pre-empted the parent’s private worry that her kid is behind.<\/p>\n\n\n\n
Same with respect and mannerisms. New students almost always get marked down there, and it is not rudeness \u2014 they have not learned the bowing, the “yes sir,” the rituals. Say exactly that, then turn to the child: “You’ll pick that up quickly, won’t you?” “Yes sir.” The parent just watched the transformation start, at your table, in ten seconds.<\/p>\n\n\n\n
This is the heart of it, and almost nobody does it. Every objection you have ever heard at the end of a conference has a question that kills it earlier. Ask it while it is innocent and cheap, and the objection never gets born. Skip it, and you spend the last five minutes wrestling a problem you had thirty minutes to prevent.<\/p>\n\n\n\n
Kills: we can’t commit to a year.<\/em> Ask it, then explain why: “She’s seven, so she’d be ten or eleven at black belt \u2014 second or third degree by middle school. We just like to know you’ll be here at least for the year, and hopefully long enough for her to get through black belt and beyond.” They say, “We’re not going anywhere.” Twenty minutes later, when you introduce a twelve-month Trial Enrollment, the objection has already been answered by them, out loud.<\/p>\n\n\n\n Kills: we need to check with the doctor.<\/em> And when the answer is yes \u2014 usually asthma or attention issues \u2014 you have been handed a selling opportunity you did not manufacture. A meaningful share of the students we have enrolled over the years came referred by counselors and pediatricians, from parents who wanted structure and physical discipline instead of another prescription. That is a thirty-second segue you earned by asking a safety question. Do not overclaim. Move on.<\/p>\n\n\n\n Kills: the disengaged parent in the lobby<\/em> \u2014 and it is a retention play disguised as a sales question. “I know you’ve been on the floor with her so far. One thing we find is that kids do dramatically better when mom or dad, or both, train alongside them. Have you talked about that?” Frequently one parent talks the other into it right in front of you. Families that train together do not quit together, which makes this as much a retention<\/a> question as a sales one.<\/p>\n\n\n\n Kills: we have to go home and look at the soccer schedule.<\/em> Do not ask whether they can make two days a week. Confirm the two specific times you already discussed, then remove the fragility: “We have classes every day but Sunday. Any week you can’t make one of those, tell us and use another time as a makeup. What we want is sixteen classes every two months. If you’re gone a week, we’ll do three before you leave and three when you get back.”<\/p>\n\n\n\n You just converted “twice a week forever,” which sounds impossible to a busy family, into “sixteen classes in eight weeks,” which sounds manageable \u2014 and which is a far better attendance standard for you to manage against anyway.<\/p>\n\n\n\n Kills: let me talk it over with my husband.<\/em> This one costs owners the most money, so I will be blunt. When one parent shows up alone and says “I make all the decisions, he doesn’t need to be here,” nine times out of ten that is not true. Not because she is dishonest \u2014 in her head she is comparing this to the dance class she signed up for last month for seventy-five dollars. When she discovers it is a real commitment, she will say “I do need to talk to him,” and you have burned an hour.<\/p>\n\n\n\n Prevent it at the first lesson with one sentence: “We require both parents, and anyone involved with finances or transportation, to be here.”<\/em> Not “we like to have.” Not “it’s helpful if.” We require.<\/strong> Soft language gets ignored.<\/p>\n\n\n\n If you discover a missing decision-maker anyway, do not send the parent in front of you off to sell somebody else. If a grandparent is contributing, get the grandparent on video \u2014 “she lives four states away” stopped being a reason to miss a conference years ago. And in a separated or divorced situation, never send your prospect to negotiate with an ex-spouse on your behalf. The worst possible advocate for your program is somebody fresh out of a custody fight. Ask instead: “If he says no, is this something you’re doing anyway?” If yes, finalize now and you handle the other conversation. If no, schedule a time for him to watch a class before anything else happens.<\/p>\n\n\n\n Somewhere in the middle I ask whether there is room at home to practice. It sounds like housekeeping. It is a pressure valve that drops me out of businessman mode right after money got mentioned, and it buys a free teaching moment: “Trick question \u2014 does practice make perfect? Actually, practice makes permanent. Perfect<\/em> practice makes perfect. So don’t supervise her like piano lessons.”<\/p>\n\n\n\n And near the end I pre-frame referrals, before they are even enrolled: “You came in from our online ad, but most of our students come from friends and families already here. Think about who in the neighborhood or in her class would be a good fit \u2014 the best students we get are referred by our quality families.” I am not asking for names yet. I am establishing that being referred here is a compliment. Names come after they enroll.<\/p>\n\n\n\n Now you introduce tuition, before you ask for anything. The line is: “I don’t recall whether we talked about tuition. Generally it runs in the range of $347 to $375 a month. Is that going to work out okay for the budget?”<\/p>\n\n\n\n People ask why I give a range instead of a number. Because there genuinely is one: the bottom is what it works out to if they pay a year in advance, the top is monthly. I will never quote a floor below what they could actually pay, because then I am lying and I will have to walk it back four minutes later \u2014 the fastest way to destroy everything you built in the first half of this conference.<\/p>\n\n\n\n Note the numbers. Well-coached schools are at $347 to $397 a month for new students. The industry average sits around $140 to $185, and that is the commodity trap, not the target. If your reaction to $375 is “that will never work in my market,” that is a pricing<\/a> problem you carried into the room, and the family will hear it in your voice before they hear the number.<\/p>\n\n\n\n Not “can you afford that.” Not “is that okay?” Those are permission-seeking. “Is that going to work out okay for the budget” is a logistics question \u2014 matter of fact, no apology, no implication that the number is large.<\/p>\n\n\n\n Earlier, before price exists at all, I use the pre-qualifying frame: “Assuming everything works fine for the budget, is this something you want her to follow through with?”<\/em> That takes money off the table for a second and forces the real question. “Oh absolutely, we just want to make sure we can afford it.” Perfect. Now I know it is not “we’re thinking about it, we’re not sure she likes it.” It is a yes with a financing question attached, and financing questions are solvable.<\/p>\n\n\n\n When that side conversation starts, the single best thing you can do is shut up<\/strong>. Do not talk. Do not help. They are selling each other better than you can. When they surface, you have a family that consciously decided this matters \u2014 worth far more than a shrug and a credit card.<\/p>\n\n\n\n I once had a program director who was excellent at everything up to the money. Then, every single time, he slid from the front edge of his chair to the back, crossed his arms, and changed his entire voice. Warm through the evaluation. Formal and clipped at the price. I eventually put masking tape on the chair so he could see where he started and where he retreated to.<\/p>\n\n\n\n What that retreat communicates is: this next part is a big deal and I am uncomfortable about it.<\/em> The family had no such thought until you handed it to them. You are mind-reading \u2014 assuming they will find it expensive \u2014 and your assumption becomes their objection.<\/p>\n\n\n\n The fix is unglamorous. Role-play the conference and record it. Watch it with the sound off and see what your body does at the moment price appears. Then listen with your eyes closed and hear whether your pace and pitch change. Anybody can learn the words in an afternoon. The tonality takes a month of reps and is worth ten times more. If you have a program director, this is your job \u2014 nobody hears their own tonality.<\/p>\n\n\n\n Every gate so far was preparation. This part takes about ninety seconds.<\/p>\n\n\n\n First, future-pace with the child: “You’re seven now. It takes three to four years to earn a black belt \u2014 so first degree at ten or eleven, second degree by thirteen or fourteen. Most kids who get there at that age end up teaching martial arts through high school and college. That’s what I did. That’s how I worked my way through Georgetown. Does that sound cool?”<\/p>\n\n\n\n Then turn to the parent and deliver structure, price, reason, and ask \u2014 without stopping for breath:<\/p>\n\n\n\n “What we do is start with a Trial Enrollment \u2014 about a quarter of the way to black belt, which gives us a chance to evaluate whether she’s a good fit for the full program, and gives you a chance to see it too. As we discussed, tuition is $375 a month. Normally it’s $900 initially to get started. Since you came in through our school outreach program, we’ll take $450 off that if we finalize today. So it’s $450 initially and then $375 a month. How would you like to take care of that?<\/strong>“<\/p>\n\n\n\n Then stop. That is the whole close.<\/p>\n\n\n\n Notice the details. The Trial Enrollment is framed as your<\/em> evaluation of them<\/em> \u2014 you are screening for black belt candidates, which is what a serious school does. The discount has a stated reason; without one, your real price is fiction. And “how would you like to take care of that?” is assumptive and open. Not “would you like to enroll?” You are past that. If they ask what you mean \u2014 “Visa, MasterCard, Discover, check, firstborn. What’s easiest?” Then process it on the spot.<\/p>\n\n\n\n At this stage nearly the only pushback you will get is about how much they pay right now<\/em>. “We weren’t prepared to do all of that today.”<\/p>\n\n\n\n Do not negotiate. Do not defend. Say: “Okay \u2014 what would work for you?” They will tell you. “We could do the first month today.” Fine. “Can we split it across two cards?” Fine. “We couldn’t do the enrollment fee until the first.” Fine \u2014 “No problem, we’ll set the $450 for the first and push the first month’s tuition out thirty days.” Anything semi-acceptable, take it. You are not trying to win the last $200 from a family whose lifetime value is five figures.<\/p>\n\n\n\n A warning in the other direction: do not assume<\/em> the pushback is coming. A very large proportion of families simply say “sure, no problem” and hand you the card for the full amount. Offer a payment plan nobody asked for and you have given away real money and taught the family that your prices are soft.<\/p>\n\n\n\n Payment comes before paperwork. Always. The agreement is where a family finds its last reason to hesitate \u2014 “oh, this is a twelve-month contract?” \u2014 and you want to be face to face for that sentence, not a name in their inbox.<\/p>\n\n\n\n So if the conference happened on video, or after hours, or in a park: “I need to drop off her uniform and your enrollment folder anyway. It’s 7:15 \u2014 what’s a good time tomorrow? Are you home during the day, or is evening better?” Then show up at their door with the uniform, the folder, the receipt, and the agreement on a clipboard.<\/p>\n\n\n\n I do not email a PDF. I do not send an e-signature link. Every one of those is faster and every one is worse. When the family hesitates at the twelve-month term, the answer is thirty seconds of calm conversation: “That’s right \u2014 as I mentioned, it takes three to four years to reach black belt, and this Trial Enrollment is only about a quarter of the way there.” In person, that lands and they sign. By email, it becomes a phone call you have to chase or a cancellation you never saw coming.<\/p>\n\n\n\n There is a second benefit nobody expects: showing up at the door feels like extraordinary service. One of the coaches on our team told me he almost wished he had been hand-delivering agreements for fifteen years \u2014 pushback went to zero and the whole thing felt like a higher-value proposition. The step you added for control improves the experience.<\/p>\n\n\n\n Party certificates and guest passes go in that folder after<\/em> they enroll, never before \u2014 and never silently. Left in the folder with no conversation, they sit there ninety-nine times out of a hundred.<\/p>\n\n\n\n Everything above assumes the family is sitting in front of you. Most schools’ real problem is that they are not. Track five numbers, every month, separately:<\/p>\n\n\n\n Track only “leads in, enrollments out” and you diagnose nothing. With all five, the broken step announces itself.<\/p>\n\n\n\n Take a school running 24 first intros a month. If only 50 percent return for the second, then even at an impossible 100 percent close rate the ceiling is 12 enrollments. In reality the close rate is also<\/em> low in that scenario, because a first lesson bad enough to lose half the families did not produce sold families either.<\/p>\n\n\n\n Now fix the first lesson. Same 24 intros, 96 percent return, 80 percent enroll: 18 enrollments. Six more students a month, with zero change to marketing spend.<\/p>\n\n\n\n Price those six. At $375 a month with attrition held under 2 percent \u2014 the standard for a well-coached school, against a 3 to 5 percent industry norm \u2014 average tenure runs around 50 months. That is roughly $18,750 of tuition per student, so six extra students a month creates about $112,500 in lifetime value every month, permanently, from coaching your instructors on how to teach a first lesson.<\/p>\n\n\n\n Run the same student at 4 percent attrition and average tenure drops to 25 months \u2014 $9,375. Same enrollment, half the money. Which is why the enrollment conference is not really a standalone sales<\/a> topic. It sits between marketing and retention and will only ever be as good as the weakest of the three.<\/p>\n\n\n\n Low first-to-second.<\/strong> One of two causes. Either you pushed price and program structure too early \u2014 figuratively handing them a price list on the way out the door to “think about” \u2014 or the first lesson was not compelling. And compelling does not mean athletic. I assume every reader can teach an exciting class. The question is whether it was benefit<\/em> oriented and behavior<\/em> oriented. If the parent leaves thinking this is soccer with punching, perceived value is low and she is not coming back.<\/p>\n\n\n\n High first-to-second, low second-to-enrollment.<\/strong> The opposite: you disclosed too little. If nearly everyone comes back, you have room to let your program director mention the tuition range and program structure at the first lesson. Use the ratios to tune how much you disclose and when. That is what they are for.<\/p>\n\n\n\n Both weak.<\/strong> Rebuild the first lesson before you touch anything else.<\/p>\n\n\n\n Three things belong in every first intro, and they are aimed at the parent, not the child. Teach the laws of concentration \u2014 focus the eyes, the ears, the mind, the body. Teach the magic words of respect and insist they get used at home. Assign self-discipline homework: do something around the house to help mom or dad without being asked.<\/p>\n\n\n\n Then make the white belt earnable at the second class \u2014 memorize the first line of the student creed, complete the self-discipline sheet, know the rules. Now the child wants to come back, which fixes your show rate. And the parent has watched her kid clean his room unprompted, which fixes your close rate. Grandmaster Jeff Smith has tracked this for decades: when the child returns and earns that white belt at the second class, the close rate runs around 80 percent. Not because the script improved. Because the program proved itself in the parent’s living room.<\/p>\n\n\n\n That is the actual sale. Parents do not stay four years because their kid has a good side kick. They stay because their friends said “you have such polite children.” Everything at the enrollment table is paperwork on a decision made at home.<\/p>\n\n\n\n Run all seven gates and you barely deal with objections anymore. I have taught this process for hours and spent almost no time on objection handling, because if the front end is right they do not show up. Two survive, and both are about money or time.<\/p>\n\n\n\n “We weren’t prepared to pay that much today.”<\/strong> Handled at Gate Five. Ask what works, take it, move on.<\/p>\n\n\n\n “I don’t know if he’ll stick with it.”<\/strong> First try the reframe, honestly: “Is he not in the habit of sticking with things?” Parents amp that up considerably \u2014 “he doesn’t finish anything.” Good. “That is exactly why he needs this. Setting a goal and following through is the entire curriculum.” That works about half the time.<\/p>\n\n\n\n The other half, use a defined milestone guarantee instead of a vague escape hatch. Pull out the attendance card: “How long before you’d know for sure?” They usually say a month or two. Then: “Let’s do one better. His next belt test is August 22nd, and he needs sixteen classes or more between now and then. Let’s finalize today, and if he isn’t excited about it when he tests on the 22nd, we’ll cancel everything and it’s fine.”<\/p>\n\n\n\n Note what that is not<\/em>. It is not a two-month program. It is a full Trial Enrollment with one defined exit point tied to an attendance standard and a real date. And watch your language throughout \u2014 I never say “sign up.” I say “let’s get him started.”<\/p>\n\n\n\n Good operators disagree here. Some of the best owners I know enroll at the first lesson and do very well. My bias is honest: I would rather lose a few families I might have gotten than enroll somebody flaky, and I will not enroll without both parents. I do not want to spend my year processing cancellations for people who were hustled in.<\/p>\n\n\n\n But understand the tradeoff, because this is where my preference could hurt you: every step you add is a step where people fall out.<\/strong> That is why the four-week introductory course model, where you attempt the real enrollment at the end of week four, is close to madness \u2014 you built thirty days of leakage into the middle of your funnel. Whatever number of steps you run, the requirement is the same: a high conversion rate from first intro all the way to enrollment, measured at every step.<\/p>\n\n\n\n And whichever model you use, book the follow-up appointment before<\/em> the family leaves the first one. I have seen an owner sitting on fifty scheduled intros with twenty-five of them being chased by phone, because he sent them to a group class and never locked the next appointment. Those twenty-five are not prospects anymore. They are homework.<\/p>\n\n\n\n Do both, permanently. I spent years assuming the conference had to happen in the office, then the world forced everyone onto video and I found out what I had been missing. Video gets you the father who works until 9 p.m. It gets you the grandmother two states away who is paying half the tuition. It gets you separated parents who cannot legally be in the same building \u2014 I have run the same conference twice in one evening for exactly that reason. Those are enrollments I used to lose. Even at full in-person operation, keep video in the toolkit for any decision-maker who cannot physically be there. What you must not lose is the credibility the building itself used to build: the lineage on the wall, the photos, the certificates, the letters from principals. If a family never walks in, shoot a two-minute phone walkthrough narrating all of it and send it after the first lesson.<\/p>\n\n\n\n No. Think about why anyone refers you: they trust you and believe it would be good for their friend. If they do not trust you, no bribe fixes it. If they do, a bounty damages the transaction \u2014 you converted a gift into a paid errand and killed the reciprocity that would have produced the next three referrals. Instead, thank people specifically and disproportionately after the fact \u2014 find out the family’s favorite restaurant and hand over a real gift certificate with a genuine thank-you. Years ago a TV station sent me a $400 leather golf bag after I spent a fortune advertising with them. I have never played golf. It sat in my office until I found someone to give it to. Generic rewards buy nothing. Be realistic, too, about the source: roughly 10 percent of your families produce the overwhelming majority of referrals \u2014 advocates with large circles of influence \u2014 plus your events. Cultivating one advocate to bring twenty is far easier than getting two hundred families to bring one each.<\/p>\n\n\n\n Then he is probably not failing at closing. He is failing at Gate Two or Gate Four, and it merely shows up at the end. Watch a recorded conference. If he skipped the pre-handling questions, every objection he “failed to overcome” was one he had a free chance to prevent twenty minutes earlier. If he asked them all and still lost it, watch the tape with the sound off and look at what his body does when price appears, then listen with your eyes closed for the change in pace and pitch. Those two diagnoses cover the large majority of cases, and the fix is reps \u2014 role-play the whole conference weekly, recorded, with you giving feedback. Check the structure too: if he teaches the intro and then immediately runs the conference, he is changing hats in front of the customer. Have the instructor deliver the evaluation and hand off. And do not solve a closing problem by hiring a “salesman.” Great enrollment conferences are run by teachers who ask good questions, not by persuaders.<\/p>\n\n\n\n Do one thing this week. Record your next enrollment conference, with the family’s permission, and watch it twice. Once with the sound off, watching your posture at the moment price enters the room. Once with your eyes closed, counting how many of the seven gates you actually walked through.<\/p>\n\n\n\n Most owners find they run two or three. That gap is worth six figures a year in a school of any size.<\/p>\n\n\n\n If you want help closing it, I will do a Free Consultation and Personal Evaluation<\/strong><\/a> with you \u2014 a $1,297 value<\/strong>, at no charge and no obligation. We will look at your actual ratios, find the gate that is leaking, and build the fix. No pitch you have to sit through.<\/p>\n\n\n\n And if the problem upstream of all this is that not enough families are walking through the door in the first place, get my book Six Simple Steps to Add 100 Students<\/em> free at FillYourSchool.com<\/a>. The best enrollment conference in the world cannot fix an empty appointment book.<\/p>\n\n\n\n In your free growth diagnostic, Stephen Oliver and Jeff Smith will identify the biggest obstacle between your school or gym and its next revenue level \u2014 and map the most direct path forward. A $1,297 value, at no charge and no obligation.<\/p>\n Call to Schedule: +1 (720) 256-0208<\/a>Schedule Online \u2192<\/a><\/p>\n<\/div>\n\n Stephen Oliver, MBA<\/strong> and 10th Degree Black Belt<\/strong> \u2014 Founder and CEO of Mile High Karate and Martial Arts Wealth Mastery<\/strong>, CEO of NAPMA<\/strong> (National Association of Professional Martial Artists), and Publisher of Martial Arts Professional<\/strong> magazine. A martial arts school owner since 1975, he and his coaching team \u2014 including Grandmaster Jeff Smith and Dr. Greg Moody \u2014 have helped owners build $1M+ schools.<\/p>\n\n“Any health issues I should know about \u2014 asthma, ADD, anything?”<\/h3>\n\n\n\n
“Have you thought about training with her?”<\/h3>\n\n\n\n
“Monday at 6:15 and Wednesday at 7:00 \u2014 is that right?”<\/h3>\n\n\n\n
“Is anyone else involved in the finances or transportation?”<\/h3>\n\n\n\n
Two questions that are not really questions<\/h3>\n\n\n\n
Gate Three \u2014 The Range Gate<\/h2>\n\n\n\n
The range has to be honest<\/h3>\n\n\n\n
“Is that going to work out okay for the budget?”<\/h3>\n\n\n\n
The three answers, ranked<\/h3>\n\n\n\n
\n\n
Gate Four \u2014 The Tonality Gate<\/h2>\n\n\n\n
Gate Five \u2014 The Ask Gate<\/h2>\n\n\n\n
When they push back on the down payment<\/h3>\n\n\n\n
Gate Six \u2014 The Paper Gate<\/h2>\n\n\n\n
Gate Seven \u2014 The Ratio Gate<\/h2>\n\n\n\n
\n\n
The arithmetic of a bad show rate<\/h3>\n\n\n\n
What each broken ratio tells you<\/h3>\n\n\n\n
The first lesson is the real close<\/h3>\n\n\n\n
The Two Objections That Survive<\/h2>\n\n\n\n
One Step or Two?<\/h2>\n\n\n\n
Frequently Asked Questions<\/h2>\n\n\n\n
Should the enrollment conference happen in person or on video?<\/h3>\n\n\n\n
Should I pay students for referrals?<\/h3>\n\n\n\n
What if my program director is good at everything except closing?<\/h3>\n\n\n\n
Your Next Step<\/h2>\n\n\n\n
Your School Should Not Depend on You Doing Everything<\/h3>\n
About the Author<\/h2>\n\n\n\n