The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through steps to describe a problem in their community, generate possible solutions, choose the most promising one, and make a plan to research and support it for their essay. The homework is to further develop their draft, which will propose and support a solution to the problem they identified.
This document is a syllabus for an English 1A course taught by Thomas Ray in the fall of 2015. The syllabus outlines the course goals of analyzing texts and writing college papers, lists the requirements including four formal papers and blog posts, and provides information about texts, grading, policies and contact information for the professor. Key aspects covered are improving reading and writing skills, completing assignments on time, submitting papers through Turnitin, and a grading breakdown including essays, tests, participation and a 1000 point total scale.
The document outlines the agenda for an EWRT 1A class which includes a writing workshop, presentation on MLA format, and an in-class writing session. It provides details on peer evaluation during the writing workshop and guidelines for formatting papers in MLA style, including setting margins, headings, and creating a works cited page. It also discusses strategies for reducing wordiness, such as shortening clauses and phrases, avoiding empty phrases, and removing redundant language. Students are assigned to revise their draft using peer feedback and submit it in MLA format by the next class.
Amr Mohamed Ali Abu-Zaid is an Egyptian material planning and control engineer currently working for Ezz steel in Sadat city. He received his BSc in mechanical engineering from Alexandria University in 2013. His work experience includes positions at various engineering companies in Egypt. He has extensive training and certifications in welding technology, codes and standards, heat treatment, and other areas. Abu-Zaid is interested in developing new environmentally friendly technologies in materials science, and is currently studying for additional certifications.
This document provides guidance on integrating quotations in MLA style. It discusses introducing quotations with your own words before presenting them. It also covers using attribution tags and setting up signaling phrases when introducing quotations. For longer quotations over four lines, it recommends using a block format without quotation marks and indenting the text. The document also notes that multiple paragraphs should be indented an extra quarter inch when using the block format.
The document outlines the agenda for Class 16 of EWRT 1A, which includes reviewing Essay #4 and its components. It provides guidance on developing the counterargument, considering alternative solutions, and creating an outline. Students are instructed to acknowledge and refute potential objections to their thesis, discuss disadvantages of alternative solutions, and structure an outline with a clear problem statement, thesis, arguments, and response to counterarguments. The document also provides tips on integrating sources through quotations, summaries, paraphrasing, and developing a works cited page.
This document outlines an assignment to write a 2-4 page concept essay analyzing a concept demonstrated in The Hunger Games. Students must choose a concept, explain it to readers of varying familiarity, and support their analysis with at least three sources - The Hunger Games, a dictionary definition, and one other source. The essay should break down the concept into aspects or categories to give readers a deeper understanding. Examples of possible concepts are provided. Guidelines address essay structure, research and citation requirements, learning outcomes, and best practices and traps to avoid in writing the essay.
Here are the key steps for integrating a quotation in MLA style:
1. Introduce the quotation with a signal phrase that includes the author's last name. For example:
As Katniss observes...
2. Place the quotation in quotation marks and include the page number in parentheses after the closing punctuation. For example:
"What must it be like, I wonder, to live in a world where food appears at the press of a button?" (65).
3. Analyze and comment on the quotation after including it. For example:
In this quotation, Katniss expresses wonder at how easy it is to obtain food in the Capitol compared to her life in District 12.
The document outlines the agenda and activities for an English writing class. It includes: presenting vocabulary words, a vocabulary game, discussing the upcoming Essay #4 assignment, an in-class writing exercise to find a problem to address, and group work to explore potential problems and solutions. Students are guided through steps to describe a problem in their community, generate possible solutions, choose the most promising one, and make a plan to research and support it for their essay. The homework is to further develop their draft, which will propose and support a solution to the problem they identified.
This document is a syllabus for an English 1A course taught by Thomas Ray in the fall of 2015. The syllabus outlines the course goals of analyzing texts and writing college papers, lists the requirements including four formal papers and blog posts, and provides information about texts, grading, policies and contact information for the professor. Key aspects covered are improving reading and writing skills, completing assignments on time, submitting papers through Turnitin, and a grading breakdown including essays, tests, participation and a 1000 point total scale.
The document outlines the agenda for an EWRT 1A class which includes a writing workshop, presentation on MLA format, and an in-class writing session. It provides details on peer evaluation during the writing workshop and guidelines for formatting papers in MLA style, including setting margins, headings, and creating a works cited page. It also discusses strategies for reducing wordiness, such as shortening clauses and phrases, avoiding empty phrases, and removing redundant language. Students are assigned to revise their draft using peer feedback and submit it in MLA format by the next class.
Amr Mohamed Ali Abu-Zaid is an Egyptian material planning and control engineer currently working for Ezz steel in Sadat city. He received his BSc in mechanical engineering from Alexandria University in 2013. His work experience includes positions at various engineering companies in Egypt. He has extensive training and certifications in welding technology, codes and standards, heat treatment, and other areas. Abu-Zaid is interested in developing new environmentally friendly technologies in materials science, and is currently studying for additional certifications.
This document provides guidance on integrating quotations in MLA style. It discusses introducing quotations with your own words before presenting them. It also covers using attribution tags and setting up signaling phrases when introducing quotations. For longer quotations over four lines, it recommends using a block format without quotation marks and indenting the text. The document also notes that multiple paragraphs should be indented an extra quarter inch when using the block format.
The document outlines the agenda for Class 16 of EWRT 1A, which includes reviewing Essay #4 and its components. It provides guidance on developing the counterargument, considering alternative solutions, and creating an outline. Students are instructed to acknowledge and refute potential objections to their thesis, discuss disadvantages of alternative solutions, and structure an outline with a clear problem statement, thesis, arguments, and response to counterarguments. The document also provides tips on integrating sources through quotations, summaries, paraphrasing, and developing a works cited page.
This document outlines an assignment to write a 2-4 page concept essay analyzing a concept demonstrated in The Hunger Games. Students must choose a concept, explain it to readers of varying familiarity, and support their analysis with at least three sources - The Hunger Games, a dictionary definition, and one other source. The essay should break down the concept into aspects or categories to give readers a deeper understanding. Examples of possible concepts are provided. Guidelines address essay structure, research and citation requirements, learning outcomes, and best practices and traps to avoid in writing the essay.
Here are the key steps for integrating a quotation in MLA style:
1. Introduce the quotation with a signal phrase that includes the author's last name. For example:
As Katniss observes...
2. Place the quotation in quotation marks and include the page number in parentheses after the closing punctuation. For example:
"What must it be like, I wonder, to live in a world where food appears at the press of a button?" (65).
3. Analyze and comment on the quotation after including it. For example:
In this quotation, Katniss expresses wonder at how easy it is to obtain food in the Capitol compared to her life in District 12.
This document provides an overview of the EWRT 1A class for the quarter. It discusses policies around adding/dropping the class, required materials including two textbooks, and the grading system. The professor outlines expectations for participation, essays, tests, and blog posts. Academic honesty policies are stated, noting plagiarism will not be tolerated. Finally, homework assignments are provided, including creating online accounts and outlining an argumentative essay about necessary survival supplies. Students are informed the first in-class essay will be on this topic.
The document outlines an English writing class agenda, including a vocabulary activity, a time management presentation, and a lesson on using appositives and anecdotes in concept essays. Students will work on revising an essay outline and practicing a paragraph in class. The homework includes finishing a concept essay outline, finding examples in assigned reading, and studying vocabulary words.
The document discusses factors that impact household decisions during community-wide disaster recovery. It identifies indirect factors like socioeconomic status, social systems, and psychological relief that influence decisions to stay or leave temporarily. Direct factors like property damage, resources, and social capital determine whether to return or relocate permanently. The most vulnerable populations disproportionately experience negative impacts and are more likely to permanently leave due to lack of opportunity or delays in housing reconstruction. Further research is needed on how these decision processes are affected by different disaster types, locations, and recovery timelines.
This document provides an agenda and instructions for the last day of a public speaking class. It includes reviewing a vocabulary quiz, organizing a speech using Monroe's Motivated Sequence method, revising an essay into a speech format, practicing the speech timing, and homework of preparing the final speech and exam. Monroe's Motivated Sequence method involves 5 steps - getting attention, establishing need/problem, describing satisfaction/solution, visualization of the solved problem, and a call to action. The document provides examples of how Martin Luther King Jr. used this method in his "I Have a Dream" speech.
Grace Leah Dimaisip seeks to develop her professional and social skills through training. She has over 5 years of experience in accounting and finance roles. She is currently a General Accounting Officer at Central Azucarera Don Pedro, Inc., where she administers disbursements, reviews bank reconciliations, and ensures compliance. Previously she held roles as an Accounting Analyst and Assistant where she prepared various financial reports and statements. She has a Bachelor's degree in Accountancy and is a Certified Public Accountant in the Philippines.
Discover the 7 of the many faces of Linkedin. What does your profile photo say about you with a lighthearted review of profile photography choices for professional profile photos on Linkedin
The document provides a summary of a candidate's career objective, experience, training, education, and skills. The candidate seeks a leadership position to apply management and problem-solving skills. Experience includes over 10 years as Assistant Store Manager for Pink Berry stores in Dubai. Training includes various certifications in customer service, safety, and management. Education is a Bachelor's degree in Food Technology Management. References are provided from current and former supervisors.
This document summarizes research on perceptions of severe weather in Geneva, New York following a flash flood in nearby Penn Yan. The research found that while participants followed weather reports and emergency information, they generally did not have personal emergency plans. The document discusses the scientific causes of the Penn Yan flood and argues that emergency management requires an interdisciplinary approach considering social, economic, and political factors, not just science. Previous case studies showed decisions were influenced more by these other factors than science alone.
The document provides a series of rhetorical questions that encourage the reader to appreciate what they have and be grateful rather than focus on perceived negatives or lack. It suggests considering those who have less and suffer more, enjoying life as it is rather than complaining, and recognizing there are always others worse off. It also notes while many things may catch one's eye, only a few will truly touch the heart. The overall message is to be thankful for what one has.
The document outlines an agenda that includes a vocabulary test, writing workshop, and self-assessment of revising Essay #4. Students will identify parts of their essay, pass their papers to peers for review, and respond to revision questions. Peer reviewers will carefully read essays and provide feedback without commentary. Students will then revise their essays based on the feedback. The document also reminds students that a self-assessment blog post is due and lists homework of writing the post, revising the essay, and preparing for a teacher conference.
This document provides an agenda and overview of content for an English writing class. It will cover four sentence types - simple, compound, complex, and compound-complex. It will also discuss an in-class essay assignment. The presentation will define and provide examples of each sentence type. It will discuss reviewing for the upcoming Essay #1 and conclude with an in-class writing of that essay. Students are provided guidance on the essay prompt and expectations for length and content.
This Haiku Deck presentation contains 5 photos credited to different photographers and is intended to inspire the creation of new Haiku Deck presentations on SlideShare. The presentation consists solely of photo credits without additional text or commentary.
The class will cover the following topics: a vocabulary test on chapters 5-9, discussions of two concept essays about cannibalism and the science of love, and an in-class writing assignment analyzing a quote from The Hunger Games. Students will choose a concept from the novel to write a 3-5 page concept essay about as homework. They will need to define the concept, consider what readers know, and add to their understanding by exemplifying the concept with two quotes from the text.
The document describes an early years enrichment program called ToT's designed for Asian communities. It is seeking to license educators as Edupreneurs to deliver the program. The founder, Kelvin, was inspired to create the program based on his experience as a parent noticing gaps in existing early education. The program aims to empower educators and address the needs of Asian families for quality, safety and convenience. Interested individuals can register on the website to learn more and participate in information sessions on messaging platforms before applying for a ToT's license.
This document provides an overview of the EWRT 1A class for the quarter. It discusses policies around adding/dropping the class, required materials including two textbooks, and the grading system. The professor outlines expectations for participation, essays, tests, and blog posts. Academic honesty policies are stated, noting plagiarism will not be tolerated. Finally, homework assignments are provided, including creating online accounts and outlining an argumentative essay about necessary survival supplies. Students are informed the first in-class essay will be on this topic.
The document outlines an English writing class agenda, including a vocabulary activity, a time management presentation, and a lesson on using appositives and anecdotes in concept essays. Students will work on revising an essay outline and practicing a paragraph in class. The homework includes finishing a concept essay outline, finding examples in assigned reading, and studying vocabulary words.
The document discusses factors that impact household decisions during community-wide disaster recovery. It identifies indirect factors like socioeconomic status, social systems, and psychological relief that influence decisions to stay or leave temporarily. Direct factors like property damage, resources, and social capital determine whether to return or relocate permanently. The most vulnerable populations disproportionately experience negative impacts and are more likely to permanently leave due to lack of opportunity or delays in housing reconstruction. Further research is needed on how these decision processes are affected by different disaster types, locations, and recovery timelines.
This document provides an agenda and instructions for the last day of a public speaking class. It includes reviewing a vocabulary quiz, organizing a speech using Monroe's Motivated Sequence method, revising an essay into a speech format, practicing the speech timing, and homework of preparing the final speech and exam. Monroe's Motivated Sequence method involves 5 steps - getting attention, establishing need/problem, describing satisfaction/solution, visualization of the solved problem, and a call to action. The document provides examples of how Martin Luther King Jr. used this method in his "I Have a Dream" speech.
Grace Leah Dimaisip seeks to develop her professional and social skills through training. She has over 5 years of experience in accounting and finance roles. She is currently a General Accounting Officer at Central Azucarera Don Pedro, Inc., where she administers disbursements, reviews bank reconciliations, and ensures compliance. Previously she held roles as an Accounting Analyst and Assistant where she prepared various financial reports and statements. She has a Bachelor's degree in Accountancy and is a Certified Public Accountant in the Philippines.
Discover the 7 of the many faces of Linkedin. What does your profile photo say about you with a lighthearted review of profile photography choices for professional profile photos on Linkedin
The document provides a summary of a candidate's career objective, experience, training, education, and skills. The candidate seeks a leadership position to apply management and problem-solving skills. Experience includes over 10 years as Assistant Store Manager for Pink Berry stores in Dubai. Training includes various certifications in customer service, safety, and management. Education is a Bachelor's degree in Food Technology Management. References are provided from current and former supervisors.
This document summarizes research on perceptions of severe weather in Geneva, New York following a flash flood in nearby Penn Yan. The research found that while participants followed weather reports and emergency information, they generally did not have personal emergency plans. The document discusses the scientific causes of the Penn Yan flood and argues that emergency management requires an interdisciplinary approach considering social, economic, and political factors, not just science. Previous case studies showed decisions were influenced more by these other factors than science alone.
The document provides a series of rhetorical questions that encourage the reader to appreciate what they have and be grateful rather than focus on perceived negatives or lack. It suggests considering those who have less and suffer more, enjoying life as it is rather than complaining, and recognizing there are always others worse off. It also notes while many things may catch one's eye, only a few will truly touch the heart. The overall message is to be thankful for what one has.
The document outlines an agenda that includes a vocabulary test, writing workshop, and self-assessment of revising Essay #4. Students will identify parts of their essay, pass their papers to peers for review, and respond to revision questions. Peer reviewers will carefully read essays and provide feedback without commentary. Students will then revise their essays based on the feedback. The document also reminds students that a self-assessment blog post is due and lists homework of writing the post, revising the essay, and preparing for a teacher conference.
This document provides an agenda and overview of content for an English writing class. It will cover four sentence types - simple, compound, complex, and compound-complex. It will also discuss an in-class essay assignment. The presentation will define and provide examples of each sentence type. It will discuss reviewing for the upcoming Essay #1 and conclude with an in-class writing of that essay. Students are provided guidance on the essay prompt and expectations for length and content.
This Haiku Deck presentation contains 5 photos credited to different photographers and is intended to inspire the creation of new Haiku Deck presentations on SlideShare. The presentation consists solely of photo credits without additional text or commentary.
The class will cover the following topics: a vocabulary test on chapters 5-9, discussions of two concept essays about cannibalism and the science of love, and an in-class writing assignment analyzing a quote from The Hunger Games. Students will choose a concept from the novel to write a 3-5 page concept essay about as homework. They will need to define the concept, consider what readers know, and add to their understanding by exemplifying the concept with two quotes from the text.
The document describes an early years enrichment program called ToT's designed for Asian communities. It is seeking to license educators as Edupreneurs to deliver the program. The founder, Kelvin, was inspired to create the program based on his experience as a parent noticing gaps in existing early education. The program aims to empower educators and address the needs of Asian families for quality, safety and convenience. Interested individuals can register on the website to learn more and participate in information sessions on messaging platforms before applying for a ToT's license.
1. Top 10 cooking interview questions and
answers
In this file, you can ref interview materials for cooking such as types of interview
questions, cooking situational interview, cooking behavioral interview…
Other useful materials for cooking interview:
• topinterviewquestions.info/free-ebook-80-interview-questions-and-answers
• topinterviewquestions.info/top-18-secrets-to-win-every-job-interviews
• topinterviewquestions.info/13-types-of-interview-questions-and-how-to-face-them
• topinterviewquestions.info/job-interview-checklist-40-points
• topinterviewquestions.info/top-8-interview-thank-you-letter-samples
• topinterviewquestions.info/free-21-cover-letter-samples
• topinterviewquestions.info/free-24-resume-samples
• topinterviewquestions.info/top-15-ways-to-search-new-jobs
2. What experience do you have in this cooking field?
This is the time during a job interview to tell the
interviewer about any experience you might have
that is relevant to the position and makes you the
ideal candidate for the job. You want to be specific
here. Talk about school, previous jobs you may
have held, or any prior life experience that has
prepared you for the position. As always, keep all
experiences and opinions professional and positive.
After you’ve talked about general ideas, try talking
about an assignment you had in class or a project
you had at work that challenged you and you were
able to overcome. This lets the employer know that
you take pride in what you do and aren’t afraid to
share meaningful experiences with others.
Showing reserve during the hiring process may
point to a sign of weakness and will limit your
chances for employment. Therefore, if you tailor
your answers to the position, you should have no
problem coming up with meaningful examples to
talk about if asked this question.
3. What challenges are you looking for in this cooking position?
A typical interview question to determine what you
are looking for your in next job, and whether you
would be a good fit for the position being hired for,
is "What challenges are you looking for in a
position?"
The best way to answer questions about the
challenges you are seeking is to discuss how you
would like to be able to effectively utilize your
skills and experience if you were hired for the job.
You can also mention that you are motivated by
challenges, have the ability to effectively meet
challenges, and have the flexibility and skills
necessary to handle a challenging job.
You can continue by describing specific examples
of challenges you have met and goals you have
achieved in the past.
4. Describe a typical work week for cooking position?
Interviewers expect a candidate for employment to
discuss what they do while they are working in
detail. Before you answer, consider the position
you are applying for and how your current or past
positions relate to it. The more you can connect
your past experience with the job opening, the
more successful you will be at answering the
questions.
It should be obvious that it's not a good idea talk
about non-work related activities that you do on
company time, but, I've had applicants tell me how
they are often late because they have to drive a
child to school or like to take a long lunch break to
work at the gym.
Keep your answers focused on work and show the
interviewer that you're organized ("The first thing I
do on Monday morning is check my voicemail and
email, then I prioritize my activities for the week.")
and efficient.
5. What is your biggest weakness?
No one likes to answer this question because it
requires a very delicate balance. You simply can’t
lie and say you don’t have one; you can’t trick the
interviewer by offering up a personal weakness
that is really a strength (“Sometimes, I work too
much and don’t maintain a work-life balance.”);
and you shouldn’t be so honest that you throw
yourself under the bus (“I’m not a morning person
so I’m working on getting to the office on time.”)
Think of a small flaw like “I sometimes get
sidetracked by small details”, “I am occasionally
not as patient as I should be with subordinates or
co-workers who do not understand my ideas”, or “I
am still somewhat nervous and uncomfortable with
my public-speaking skills and would like to give
more presentations and talk in front of others or in
meetings.” Add that you are aware of the problem
and you are doing your best to correct it by taking
a course of action.
6. Why should the we hire you as
cooking position?
This is the part where you link your skills,
experience, education and your personality to the
job itself. This is why you need to be utterly
familiar with the job description as well as the
company culture. Remember though, it’s best to
back them up with actual examples of say, how
you are a good team player.
It is possible that you may not have as much skills,
experience or qualifications as the other
candidates. What then, will set you apart from
the rest? Energy and passion might. People are
attracted to someone who is charismatic, who
show immense amount of energy when they talk,
and who love what it is that they do. As you
explain your compatibility with the job and
company, be sure to portray yourself as that
motivated, confident and energetic person, ever-
ready to commit to the cause of the company.
7. What do you know about our company?
Follow these three easy research tips before your next
job interview:
1) Visit the company website; look in the “about us”
section and “careers” sections
2) Visit the company’s LinkedIn page (note, you must
have a LinkedIn account — its free to sign up) to view
information about the company
3) Google a keyword search phrase like “press releases”
followed by the company name; you’ll find the most
recent news stories shared by the company
Remember, just because you have done your
“homework”, it does not mean you need to share ALL of
it during the interview! Reciting every fact you’ve
learned is almost as much of a turn off as not knowing
anything at all! At a minimum, you should include the
following in your answer:
1. What type of product or service the company sells
2. How long the company has been in business
3. What the company culture is like OR what the
company mission statement is, and how the culture
and/or mission relate to your values or personality
8. Why do you want to work with us?
More likely than not, the interviewer wishes to see
how much you know about the company culture,
and whether you can identify with the
organization’s values and vision. Every
organization has its strong points, and these are the
ones that you should highlight in your answer. For
example, if the company emphasizes on integrity
with customers, then you mention that you would
like to be in such a team because you yourself
believe in integrity.
It doesn’t have to be a lie. In the case that your
values are not in line with the ones by the
company, ask yourself if you would be happy
working there. If you have no issue with that, go
ahead. But if you are aware of the company culture
and realize that there is some dilemma you might
be facing, you ought to think twice. The best
policy is to be honest with yourself, and be honest
with the interviewer with what is it in the company
culture that motivates you.
9. What kind of salary do you need?
A loaded question. A nasty little game that you
will probably lose if you answer first. So, do not
answer it. Instead, say something like, That’s a
tough question. Can you tell me the range for
this position?
In most cases, the interviewer, taken off guard,
will tell you. If not, say that it can depend on the
details of the job. Then give a wide range.
10. Do you have any questions to ask us?
Never ask Salary, perks, leave, place of posting,
etc. regarded questions.
Try to ask more about the company to show how
early you can make a contribution to your
organization like
“Sir, with your kind permission I would like to
know more about induction and developmental
programs?”
OR
Sir, I would like to have my feedback, so that I
can analyze and improve my strengths and rectify
my shortcomings.
11. Useful materials for cooking interview:
• topinterviewquestions.info/top-36-situational-interview-questions
• topinterviewquestions.info/440-behavioral-interview-questions-ebook-pdf-
download
• topinterviewquestions.info/top-40-second-interview-questions
• topinterviewquestions.info/95-management-interview-questions-and-answers-
ebook-pdf-download
• topinterviewquestions.info/top-30-phone-interview-questions
• topinterviewquestions.info/290-competency-based-interview-questions
• topinterviewquestions.info/45-internship-interview-questions
• topinterviewquestions.info/15-tips-for-job-interview-attire (dress code,
clothes, what to wear)
• topinterviewquestions.info/top-15-written-test-examples
• topinterviewquestions.info/top-15-closing-statements
• topinterviewquestions.info/20-case- study-examples for job interview
15. Other interview tips for cooking interview
1. Practice types of job interview such as screening
interview, phone interview, second interview,
situational interview, behavioral interview
(competency based), technical interview, group
interview…
2. Send interview thank you letter to employers
after finishing the job interview: first interview,
follow-up interview, final interview.
3. If you want more interview questions for entry-
level, internship, freshers, experienced candidates,
you can ref free ebook: 75 interview questions and
answers.
4. Prepare list of questions in order to ask the
employer during job interview.
5. Note: This file is available for free download.
16. Fields related to cooking career:
The above job description can be used for fields as:
Construction, manufacturing, healthcare, non profit, advertising, agile, architecture, automotive,
agency, budget, building, business development, consulting, communication, clinical research,
design, software development, product development, interior design, web development,
engineering, education, events, electrical, exhibition, energy, ngo, finance, fashion, green card, oil
gas, hospital, it, marketing, media, mining, nhs, non technical, oil and gas, offshore,
pharmaceutical, real estate, retail, research, human resources, telecommunications, technology,
technical, senior, digital, software, web, clinical, hr, infrastructure, business, erp, creative, ict,
hvac, sales, quality management, uk, implementation, network, operations, architectural,
environmental, crm, website, interactive, security, supply chain, logistics, training, project
management, administrative management…
The above interview questions also can be used for job title levels: entry level cooking, junior
cooking, senior cooking, cooking assistant, cooking associate, cooking administrator, cooking
clerk, cooking coordinator, cooking consultant, cooking controller, cooking director, cooking
engineer, cooking executive, cooking leader, cooking manager, cooking officer, cooking
specialist, cooking supervisor, VP cooking…