Entry Points. Total ......................
Entry Points. A key feature of the System is to offer a single point of entry for manufacturer data in the European Hub (check in). Only a MAH can enter serial numbers into the system. Subject to the agreed data access principles, the information to be provided by a MAH in the code to be affixed to each pack should include the following:
1. Product code (GTIN, NTIN or PPN for Germany)
2. Expiry date
3. Batch number (including suffix or prefix when repackaged)
4. National reimbursement number if used
5. Serial number This basic information will allow for subsequent verification and authentication of the product pack by other stakeholders physically handling the product in the supply chain. The MAH shall specify the country/countries where a pack is to be sold by the wholesale distributor/manufacturer hence a serial number issued for that country. In this way the serial numbers are connected to the national database. New serial numbers will be listed at repackaging and linked to the country/countries where the package is to be sold. There needs to be a clear relationship between the unique identifier on the original pack and the U.I. by linking the old and new batch numbers in the European Hub. This process should be automated and simple.
Entry Points a. Students enrolled at CCP who intend to complete a Drexel University bachelor's degree in a Drexel full-time academic program must complete the CCP Dual Admission Intent to Enroff Form before completion of no more than 45 college-level semester credits from CCP including credits accepted by CCP from any other college/university. Students who do not submit the CCP Dual Admission Intent to Enroff Form by the time they complete 45 c;redits are not qualified for guaranteed admissions to Drexel as specified in this A�reement.
b. Information from the completed CCP Dual Admission Intent to Enroff Form will be tr{:lnsferred to Drexel at least every other month. Each student who has completed a CCP Dual Admission Intent to Enroff Form will receive a communication from Drexel indicating the admissions req1:1irements relevant to the intended degree detailing the current requirements; these requirements will remain in effect for the student regardless of changes made to the requirements in future years; in some cases, changes may be handled according to the processes that apply to any Drexel student.
Entry Points. The entry point of a Graduate Teacher or Specialist VET Teacher with prior Teaching Experience who holds Provisional Registration with the Teachers Registration Board Tasmania shall be determined by reference to the following table: Completed Years of Full- Time Teaching Experience* Teacher Classification and Entry Point * Or equivalent cumulative part-time teaching experience.
Entry Points. I had three primary entry points to carrying out research in Gurgaon. The first was Faridabad Mazdoor Samachar (FMS) a small collective made up of former workers and activists, who produce and distribute a monthly pamphlet primarily consisting of short, verbatim accounts of working conditions at various factories taken from workers, an editorial, and occasionally workers’ poetry, creative writing and stories of migration. The pamphlet is distributed over the course of two weeks at four sites in Gurgaon (Udyog Vihar, Maruti Gurgaon, IMT Manesar Khoh entrance, and IMT Manesar Naharpur entrance), Okhla and Faridabad. I stood with FMS activists on the side of the road from 5am to 10am when the final morning shift begins, handing out copies of the pamphlet and taking down short accounts of workers. I participated in the distribution of FMS monthly at Udyog Vihar and bi-monthly at IMT Manesar. Reading and distributing FMS gave me the opportunity to speak Hindi. I found reading these neat, short ten sentence accounts perfect for practising and developing my Hindi. Each account had a similar structure: name of company, industrial area, workers’ position, account of workplace conditions or situations. Prior to my move to Kapashera I was living in south Delhi enjoying the privileges of the lively academic environment at Xxxxxxxxxx Xxxxx University, all of which however was carried out in English, with short bouts of Hindi and Hinglish. Thus at the time, FMS provided me with an opportunity to speak Hindi at length with workers on the side of the road. As a result of my Hindi vocabulary developed along bizarrely factory-related lines, limiting my conversations to topics concerning wages [xxxxxx] permanent [sthayee] and temporary [asthayee] contracts, production targets [utpaadan lakshya], freedom [azad], discord [kalah] and harmony [talmel]. FMS also provided an academic environment to discuss issues, strategies and histories of industrial struggle in the region. It was through conversations with workers on the side of the road during the early mornings, that I formed relationships, friendships and planned interviews with many of the interlocutors of this project. Long conversations with the core FMS activists, whose politics lean toward an autonomist-marxist position, enriched my understanding of the history of industry and industrial politics in the region. My second entry point was through the NGO Society for Labour Development (SLD) and more specifically their Gur...
