International context. The Ocean Cleanup’s activities are closely aligned with the ambitions of the State of the Netherlands regarding innovation, sustainability, ocean policy and tackling marine litter. The amendments to this Agreement take into account as far as possible current developments in the international field, such as the Agreement under the United Nations Convention on the Law of the Sea on the conservation and sustainable use of marine biological diversity of areas beyond national jurisdiction (the BBNJ Agreement). Moreover, in 2022 the United Nations Environment Assembly adopted resolution 5/14, entitled ‘End plastic pollution: Towards an international legally binding instrument’. For the Netherlands, the emphasis is mainly on preventing plastic pollution by promoting sustainable production and reducing the consumption of plastics. The Ocean Cleanup’s activities are in keeping with operative paragraph 3c: ‘To promote national and international cooperative measures to reduce plastic pollution in the marine environment, including existing plastic pollution.’ Point A
1. Only the word ‘floating’ [before ‘system’] has been removed. When the Agreement was drafted in 2018, the activities were carried out by a passive floating system which was not propelled or towed. Since then, The Ocean Cleanup has continued to develop the system and its manner of operation. The Ocean Cleanup now employs system 03, which has a U-shape that is actively towed by two vessels at an average speed of 0.75 metres per second (2.7 kilometres per hour). Point C
International context. At international level too, the need to improve the registration of medical devices is widely recognised. For instance, in September 2013, in the USA, the FDA put legislation into effect that makes it mandatory for all medical devices to carry a Unique Device Identifier (UDI). The introduction of this legislation will be phased by risk class. The UDI’s must also be registered in an FDA Global UDI Database, together with a comprehensive set of data on the device in question12. On May 5th 2017, the European Union has declared the MDR Regulation, in which a UDI-system is introduced as well, which contains elements of the FDA UDI-legislation. The agreements forthcoming from the European regulation predominate the agreements in this document. In this document we have taken the European regulation as a starting point. The agreements in this document precede the implementation of the UDI13.
International context. Educational policies worldwide give regard to the United Nations Convention on the Rights of the Child (UNCRC 1989), which includes Articles 12 and 13. National and local policies and legislation such as the SEND Code (DfE and DoH, 2015) and the Children’s Act (Xxx.xx, 2004) are underpinned by this, translating Articles 12 and 13 into local guidance and practise.
International context. The teacherpreneurship originated from the USA but is already widespread in European and other western countries, becoming an international phenomenon. The current understanding of teacherpreneurship is based on educators' practice from those regions where it became popular. So, it is necessary to give a short overview of its emerging and development processes within the global context. However, the current study focuses on the CIS region, where teacherpreneurship is at the initial development stage and lacks practical evidence from teachers engaging in it. Therefore, the international context helps build the foundation for further investigating this phenomenon within the CIS context. Since the practical implementation of teacherpreneurship requires the availability of specific online platforms that allow teacherpreneurs to promote and share their products, the following paragraphs also give a short overview of such international platforms. It is vital because the Teacherslab marketplace served as a research site for that study created as a CIS analog of those online services. Xxxxx (2010) highlighted that in the year 2030, US teachers will have a great level of autonomy, partner with outside learning companies, and sufficiently increase their incomes from sharing their professional experience. In fact, one can observe how these predictions are coming true today in 2022 not only in US but internationally. The development of online education and emergence of successful and profitable private educational companies open new perspectives and opportunities for teachers.
