Which one of the following statements best describes the 'Polar Code' ?

Explicitly states that certain meso-scale polar weather systems are hazards to high-latitude operations, such as shipping, implying a need for special maritime safety measures in polar regions.

A student could infer that because shipping faces unique polar hazards, international bodies might create a targeted safety code (like the Polar Code) and then check maritime regulatory sources for such a code.

Defines 'polar climates' as existing poleward beyond 70° latitude, providing a geographic criterion for what 'polar waters' might encompass.

A student could use this latitude threshold with a world map to delineate waters likely covered by a 'Polar Code' and compare that to any formal code's area of application.

Describes polar coastal hazards (e.g., persistent fog, low visibility, snow/drift) that specifically affect maritime operations near polar shores.

A student could reason that these specific hazards justify tailored ship-safety requirements and then look for an international instrument addressing such hazards.

Identifies locations and persistence of the polar vortex and notes climatological features of the polar regions, useful for understanding which sea areas experience extreme polar conditions.

Using the described vortex centres and seasonal patterns with a map, a student could identify affected sea routes and check whether an international safety code references those regions.

Lists the geographic extent of the polar climate and names political regions (Greenland, northern Canada, Alaska, Arctic seaboard of Eurasia) indicating multiple states have territory in the Arctic.

A student could combine this with a world map and lists of Arctic-bordering states to identify which countries would be parties to any North Pole/Arctic territorial agreement.

Identifies specific countries/areas (Antarctica, northernmost islands of Canada and Russia, Greenland, Svalbard) that occupy polar regions, showing 'polar' describes geographic zones crossing national jurisdictions.

Use these examples plus knowledge of international maritime/territorial law to judge whether an agreement named 'Polar Code' is likely about geography/climate or legal demarcation.

Explains 'polar highs' as physical atmospheric features located between 80–90° N and S, showing 'polar' is primarily a scientific/geographic descriptor rather than a legal term.

A student could infer that a term containing 'Polar' may refer to climatic/operational rules (e.g., navigation, safety) rather than territorial demarcation, and check legal instruments accordingly.

Describes the 'polar cell' and general atmospheric circulation at polar latitudes, reinforcing that many uses of 'polar' in these texts are physical-science concepts tied to latitude.

Combine this pattern with knowledge that international codes often regulate activities (shipping, environment) in regions defined by latitude, suggesting alternative meanings for 'Polar Code' beyond boundary demarcation.

Defines 'polar easterlies' as winds blowing from high-pressure polar areas, another example of 'polar' used in meteorology rather than political boundary context.

A student could extrapolate that a 'Polar Code' might relate to operational/meteorological matters (e.g., navigation, safety) in polar regions and should verify the nature of the code.

Defines the poles as fixed geographic points (North and South Pole) and explains latitudinal framing of polar regions.

A student could combine this with basic maps and knowledge of territorial claims to ask whether a single 'code' would cover activities at these clearly defined locations.

Notes that the North Magnetic Pole currently lies north of Ellesmere Island in northern Canada and is drifting toward Siberia — showing that polar environs intersect national territories.

A student could use this to reason that some polar activities occur adjacent to national land and so might be subject to national rules versus an international 'Polar Code'.

Describes extreme and unique polar environmental conditions (six months daylight/darkness).

A student could infer that specialised norms are needed for safety and logistics of research in such environments and then check whether the Polar Code addresses environmental/safety standards or research governance.

Explains large-scale polar atmospheric phenomena (polar vortex) concentrated near the poles, indicating unique hazards in polar regions.

A student could extend this to ask whether any 'Polar Code' would be primarily about operational hazards (e.g., navigation, weather) rather than rules for scientists and research conduct.

Identifies polar regions as distinct high-pressure belts with persistent low temperatures, underscoring their special climatic/operational status.

A student could combine this with knowledge of international instruments governing specific environments (e.g., treaties for Antarctica or maritime regulations) to investigate whether the Polar Code targets environmental/operational issues rather than scientific research rules.

Describes growing economic activity in the Arctic (ports, shipping, resource extraction), implying the region has maritime operations that are likely governed by specialized maritime rules rather than purely bilateral trade pacts.

A student could check whether rules governing Arctic shipping are issued by maritime organizations (e.g., IMO) rather than as a trade/security pact of Arctic Council members.

Explains that trade agreements can include explicit 'security' clauses (example: GATT/GATS security exception used by India), showing that formal trade agreements and security provisions are distinct legal constructs.

A student could use this distinction to ask whether the Polar Code is structured as a trade agreement with security exceptions or as a different legal instrument.

Defines different formal types of trade integration (FTA, Customs Union, Common Market), illustrating the specific legal forms trade agreements take.

A student could compare these formal trade-agreement definitions with the known form and issuing authority of the Polar Code to see if it fits any trade-agreement category.

Gives an example of a regional trade agreement (APTA) with named member states, highlighting that regional trade agreements are explicit treaties among states.

A student could look up whether the Polar Code lists member-state signatories like a regional trade agreement, or instead is a technical code applied through a different mechanism.

Summarizes GATT's objectives and nature (multilateral trade regime), reinforcing that international trade regimes are formalized in treaties with member lists and objectives distinct from technical codes.

A student could contrast the objectives/membership format of GATT-style agreements with the purpose and authorship of the Polar Code to judge whether it is a trade/security treaty.