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Fresh Grad Lands Job as Real Estate Agent With Help from Professional Writers

People go to websites to get the information they desperately need.  They could be looking for an answer to a nagging question.  They might be looking for help in completing an important task.  For recent graduates, they might be looking for ways on how to prepare a comprehensive resume that can capture the attention of the hiring manager

Manush is a recent graduate from a prestigious university in California who is looking for a job opportunity as a real estate agent.  While he already has samples provided by his friends, he still feels something lacking in his resume.  Specifically, the he believes that his professional objective statement lacks focus and clarity. 

Thus, he sought our assistance in improving editing and proofreading his resume. 

In revising his resume, iwritegigs highlighted his soft skills such as his communication skills, ability to negotiate, patience and tactfulness.  In the professional experience part, our team added some skills that are aligned with the position he is applying for.

When he was chosen for the real estate agent position, he sent us this thank you note:

“Kudos to the team for a job well done.  I am sincerely appreciative of the time and effort you gave on my resume.  You did not only help me land the job I had always been dreaming of but you also made me realize how important adding those specific keywords to my resume!  Cheers!

Manush’s story shows the importance of using powerful keywords to his resume in landing the job he wanted.

American Indians in Historical Perspective

Navigation   » List of Schools  »  West Los Angeles College  »  English  »  English 103 – Composition and Critical Thinking  »  Fall 2020  »  American Indians in Historical Perspective

Need help with your exam preparation?

Below are the questions for the exam with the choices of answers:

Question #2
A  Enabling tribes to organize for their common welfare
B  All of these.
C  Minimizing federal control of tribal affairs by empowering tribal governments
D  Preventing the transfer of Indian land to anyone but the tribe itself.
Question #3
A  It showed that Indians were incapable of becoming part of American society.
B  It showed that US government allotment and assimilation policy had been effective.
C  It showed that Indians could be effectively assimilated through boarding school education programs.
D  It showed that US policy toward Indians had largely been ineffective and that the government had not appropriated enough funds to permit the Indian Service to do its job effectively.
Question #4
A  Indians wanted to become farmers and had the capacity to do so
B  Indians wanted an education.
C  Indians wanted to become miners.
D  Indians wanted to become day laborers.
Question #5
A  The stripping away of US citizenship.
B  None of these
C  The deliberate genocide of certain tribes.
D  The relocation of southern/eastern tribes to reservations in the west.
Question #6
A  Treaties were often amended by the Senate after they had been signed.
B  The treaty documents were often written in English and weren’t always honestly translated.
C  All of these.
D  Treaties were approved by selected chiefs rather than by the entire tribe. leading to intra-tribal disputes.
Question #7
A  He said that only land west of the Appalachians could be claimed by the US by right of discovery.
B  He privileged the land rights of specific tribes the Cherokee.
C  He suggested that discovery did indeed give title to the land, thereby superseding any rights that Natives had to the land.
D  None of these.
Question #8
A  All of these.
B  He concluded that natives were true owners of the land.
C  He said that only God owned the land.
D  He said that the Spanish could claim ownership of the land by right of discovery.
Question #9
A  To bore their readers.
B  None of these.
C  Historically, Native history has been told from a non-Native perspective, which has led to cultural misunderstandings. Thus, they seek to recount Native American history from a Native American perspective.
D  To offer an official account of Native American history.