The impacts of industrial fishing on species like krill and Patagonian toothfish which is marketed as Chilean sea bass has been a concern in the Southern Ocean for decades.
In , catch limits were imposed in the region. Tait has been on the job since It involves staying on top of current events and monitoring who controls what areas of the world. For example, National Geographic maps show that the U.
In disputed areas, Tait works with a team of geographers and editors to determine what most accurately represents a given region. Minor changes happen on a weekly or biweekly basis. Major changes, like labeling the Southern Ocean, are more rare.
While not directly responsible for determining them, the IHO works with the United Nations Group of Experts on Geographical Names to standardize names on an international scale.
The IHO recognized the Southern Ocean in its guidelines but repealed that designation in , citing controversy. It has deliberated on the matter since, but has yet to receive full agreement from its members to reinstate the Southern Ocean. The U. Board on Geographic Names, however, has used the name since A version of this story appears in the October issue of National Geographic magazine. All rights reserved.
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Any interactives on this page can only be played while you are visiting our website. You cannot download interactives. Encyclopedic entry. A border is a real or artificial line that separates geographic areas.
Borders are political boundaries. Students think about regions and borders by determining where they would place borders in an artificial continent, based on a set of physical and cultural features of the area.
Students research four additional examples of human geography and borders. They explore how language, culture, and religious differences affect country borders in Europe. Join our community of educators and receive the latest information on National Geographic's resources for you and your students. Skip to content. Twitter Facebook Pinterest Google Classroom.
Have a whole-class discussion about the guiding question for this activity. Ask: Who has the rights to these resources? How do we define the border s of country rights?
Who ensures that resources are not being exploit ed beyond sustainability? Write students' ideas on the board. Introduce the activity.
Have students label their maps. Have students define the rules for creating the borders and draw borders. Have groups present their borders and rules to the whole class. Informal Assessment Evaluate groups' completed maps and presentations based on their geographic reasoning, or ability to reason about the characteristics of the location of the North Sea and its connections to the various countries with a coastline bordering the North Sea.
Learning Objectives Students will: define the rules for dividing natural resources of an ocean or sea create a map defining those borders. Teaching Approach Learning-for-use.
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