{"id":14471,"date":"2025-09-01T12:41:16","date_gmt":"2025-09-01T12:41:16","guid":{"rendered":"https:\/\/guardna.wpenginepowered.com\/laerere\/"},"modified":"2026-08-26T11:06:07","modified_gmt":"2026-08-26T11:06:07","slug":"laerere","status":"publish","type":"page","link":"https:\/\/guardna-educ.com\/no\/8-10-trinn\/laerere\/","title":{"rendered":"Laerere"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"14471\" class=\"elementor elementor-14471\" data-elementor-post-type=\"page\">\n\t\t\t\t<div class=\"elementor-element elementor-element-fc5464e e-flex e-con-boxed e-con e-parent\" data-id=\"fc5464e\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-bb976fd e-con-full e-flex e-con e-child\" data-id=\"bb976fd\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-4f1a026 elementor-widget elementor-widget-heading\" data-id=\"4f1a026\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h1 class=\"elementor-heading-title elementor-size-default\">L\u00e6rerveiledning<\/h1>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-2c51e15 e-con-full e-flex e-con e-child\" data-id=\"2c51e15\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-05233c0 elementor-align-justify elementor-widget elementor-widget-button\" data-id=\"05233c0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"button.default\">\n\t\t\t\t\t\t\t\t\t\t<a class=\"elementor-button elementor-button-link elementor-size-sm\" href=\"#\">\n\t\t\t\t\t\t<span class=\"elementor-button-content-wrapper\">\n\t\t\t\t\t\t<span class=\"elementor-button-icon\">\n\t\t\t\t<svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-file-download\" viewBox=\"0 0 384 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M224 136V0H24C10.7 0 0 10.7 0 24v464c0 13.3 10.7 24 24 24h336c13.3 0 24-10.7 24-24V160H248c-13.2 0-24-10.8-24-24zm76.45 211.36l-96.42 95.7c-6.65 6.61-17.39 6.61-24.04 0l-96.42-95.7C73.42 337.29 80.54 320 94.82 320H160v-80c0-8.84 7.16-16 16-16h32c8.84 0 16 7.16 16 16v80h65.18c14.28 0 21.4 17.29 11.27 27.36zM377 105L279.1 7c-4.5-4.5-10.6-7-17-7H256v128h128v-6.1c0-6.3-2.5-12.4-7-16.9z\"><\/path><\/svg>\t\t\t<\/span>\n\t\t\t\t\t\t\t\t\t<span class=\"elementor-button-text\">Download Teacher's Guide<\/span>\n\t\t\t\t\t<\/span>\n\t\t\t\t\t<\/a>\n\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t<div class=\"elementor-element elementor-element-16876d0 e-flex e-con-boxed e-con e-parent\" data-id=\"16876d0\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t\t<div class=\"e-con-inner\">\n\t\t<div class=\"elementor-element elementor-element-459c89c e-con-full e-flex e-con e-child\" data-id=\"459c89c\" data-element_type=\"container\" data-e-type=\"container\">\n\t\t\t\t<div class=\"elementor-element elementor-element-c343d25 elementor-widget__width-initial elementor-widget elementor-widget-heading\" data-id=\"c343d25\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">F\u00f8r du begynner\u2026<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-a197395 elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"a197395\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>F\u00f8r du begynner \u00e5 bruke GUARDNAs l\u00e6rerveiledning, b\u00f8r du lese gjennom disse tipsene:<\/p><ul><li>I PDF-versjonen av denne veiledningen er ord som er uthevet i <span style=\"color: #00899b;\">bl\u00e5tt<\/span>, forklart i <a href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/ordliste\/\" target=\"_blank\" rel=\"noopener\">ordlisten<\/a> bakerst i dokumentet. P\u00e5 nettsiden er disse ordene understreket med <a class=\"popup\" href=\"#\">en stiplet linje<\/a>. N\u00e5r du klikker p\u00e5 dem, f\u00e5r du opp definisjonen deres i GUARDNA-sammenheng.<\/li><li>Ord eller setninger som er <span style=\"text-decoration: underline;\">understreket<\/span>, inneholder en lenke til en nettside.<\/li><\/ul><p>Vi vil sv\u00e6rt gjerne h\u00f8re din mening om GUARDNA-materiellet og l\u00e6rerveiledningen: Var materiellet nyttig som st\u00f8tte i undervisningen din? Hvilke forbedringer vil du foresl\u00e5? Har vi utelatt noe \u2013 hva annet skulle du \u00f8nske var med i materiellet? Vi setter stor pris p\u00e5 om du sender oss sp\u00f8rsm\u00e5l eller kommentarer fra deg og elevene dine p\u00e5 <a href=\"mailto:education@nammco.org\">education@nammco.org<\/a>. Vi gleder oss til \u00e5 h\u00f8re fra deg!<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7d7f2ae elementor-toc--minimized-on-desktop elementor-widget__width-initial elementor-widget elementor-widget-table-of-contents\" data-id=\"7d7f2ae\" data-element_type=\"widget\" data-e-type=\"widget\" data-settings=\"{&quot;exclude_headings_by_selector&quot;:[],&quot;min_height&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:0,&quot;sizes&quot;:[]},&quot;minimized_on&quot;:&quot;desktop&quot;,&quot;no_headings_message&quot;:&quot;No headings were found on this page.&quot;,&quot;marker_view&quot;:&quot;bullets&quot;,&quot;icon&quot;:{&quot;value&quot;:&quot;&quot;,&quot;library&quot;:&quot;&quot;},&quot;headings_by_tags&quot;:[&quot;h2&quot;,&quot;h3&quot;,&quot;h4&quot;,&quot;h5&quot;,&quot;h6&quot;],&quot;minimize_box&quot;:&quot;yes&quot;,&quot;hierarchical_view&quot;:&quot;yes&quot;,&quot;min_height_tablet&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]},&quot;min_height_mobile&quot;:{&quot;unit&quot;:&quot;px&quot;,&quot;size&quot;:&quot;&quot;,&quot;sizes&quot;:[]}}\" data-widget_type=\"table-of-contents.default\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-toc__header\">\n\t\t\t\t\t\t<h2 class=\"elementor-toc__header-title\">\n\t\t\t\tInnholdsfortegnelse\t\t\t<\/h2>\n\t\t\t\t\t\t\t\t\t\t<div class=\"elementor-toc__toggle-button elementor-toc__toggle-button--expand\" role=\"button\" tabindex=\"0\" aria-controls=\"elementor-toc__7d7f2ae\" aria-expanded=\"true\" aria-label=\"Open table of contents\"><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-chevron-down\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M207.029 381.476L12.686 187.132c-9.373-9.373-9.373-24.569 0-33.941l22.667-22.667c9.357-9.357 24.522-9.375 33.901-.04L224 284.505l154.745-154.021c9.379-9.335 24.544-9.317 33.901.04l22.667 22.667c9.373 9.373 9.373 24.569 0 33.941L240.971 381.476c-9.373 9.372-24.569 9.372-33.942 0z\"><\/path><\/svg><\/div>\n\t\t\t\t<div class=\"elementor-toc__toggle-button elementor-toc__toggle-button--collapse\" role=\"button\" tabindex=\"0\" aria-controls=\"elementor-toc__7d7f2ae\" aria-expanded=\"true\" aria-label=\"Close table of contents\"><svg aria-hidden=\"true\" class=\"e-font-icon-svg e-fas-chevron-up\" viewBox=\"0 0 448 512\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M240.971 130.524l194.343 194.343c9.373 9.373 9.373 24.569 0 33.941l-22.667 22.667c-9.357 9.357-24.522 9.375-33.901.04L224 227.495 69.255 381.516c-9.379 9.335-24.544 9.317-33.901-.04l-22.667-22.667c-9.373-9.373-9.373-24.569 0-33.941L207.03 130.525c9.372-9.373 24.568-9.373 33.941-.001z\"><\/path><\/svg><\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<div id=\"elementor-toc__7d7f2ae\" class=\"elementor-toc__body\">\n\t\t\t<div class=\"elementor-toc__spinner-container\">\n\t\t\t\t<svg class=\"elementor-toc__spinner eicon-animation-spin e-font-icon-svg e-eicon-loading\" aria-hidden=\"true\" viewBox=\"0 0 1000 1000\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\"><path d=\"M500 975V858C696 858 858 696 858 500S696 142 500 142 142 304 142 500H25C25 237 238 25 500 25S975 237 975 500 763 975 500 975Z\"><\/path><\/svg>\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-4b0fbf3 elementor-widget elementor-widget-heading\" data-id=\"4b0fbf3\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">1. Introduksjon<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-6a4f7d6 elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"6a4f7d6\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\tEt rikt og velfungerende \u00f8kosystem i Nord-Atlanteren er avgj\u00f8rende for Norden, som kilde til oksygen, mat, <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjY4OSIsInRvZ2dsZSI6ZmFsc2V9\">ressurser<\/a> og et stabilt klima. De siste ti\u00e5rene har imidlertid <a href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijc4NSIsInRvZ2dsZSI6ZmFsc2V9\">menneskelig aktivitet<\/a> og klimaendringer truet havene v\u00e5re generelt, og enkelte <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Nzk2LCJ0b2dnbGUiOmZhbHNlfQ%3D%3D\">arter<\/a> av sj\u00f8pattedyr spesielt. I den sammenhengen har GUARDNA \u2013 Guardians of the North Atlantic som m\u00e5l \u00e5 l\u00e6re nordisk ungdom (7\u201320 \u00e5r) om hvorfor <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM3MyIsInRvZ2dsZSI6ZmFsc2V9\">bevaring<\/a> av havet er n\u00f8dvendig, og \u00e5 styrke dem som \u00abbl\u00e5 allierte\u00bb i <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6NzA3LCJ0b2dnbGUiOmZhbHNlfQ%3D%3D\">b\u00e6rekraftig bruk<\/a> av det marine <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjgwNCIsInRvZ2dsZSI6ZmFsc2V9\">milj\u00f8et<\/a>. Fordi sj\u00f8pattedyr betyr mye for mange mennesker, bruker GUARDNA dem som ikoniske ambassad\u00f8rer for havet.\n\nDet er utviklet undervisningsmateriell om sj\u00f8pattedyr, truslene de st\u00e5r overfor, hvordan de brukes, og hvilke roller og ansvar brukerne har. Materiellet omfatter informasjonskort, praktiske aktiviteter og muligheter til \u00e5 komme tettere p\u00e5 virkelig forskning. M\u00e5let er \u00e5 engasjere elevene og \u00f8ke bevisstheten om utfordringene som hele det marine <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjQ0MSIsInRvZ2dsZSI6ZmFsc2V9\">\u00f8kosystemet<\/a> st\u00e5r overfor, \u00e5 forst\u00e5 kompleksiteten og mangfoldet av samspill, samt de ulike forholdene \u2013 og dermed de ulike tiln\u00e6rmingene \u2013 som trengs p\u00e5 tvers av Nord-Atlanteren.\n\nNAMMCO (Den nordatlantiske sj\u00f8pattedyrkommisjonen) er en mellomstatlig organisasjon som har ansvar for \u00e5 sikre b\u00e6rekraftig bruk og bevaring av sj\u00f8pattedyr i Nord-Atlanteren. GUARDNA-prosjektet ledes av NAMMCO, med partnere fra NAMMCOs medlemsland og Danmark. Landspesifikk informasjon er derfor bare gitt for de fire NAMMCO-landene (F\u00e6r\u00f8yene, Gr\u00f8nland, Island, Norge) og Danmark.\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-9b20ac7 elementor-widget elementor-widget-heading\" data-id=\"9b20ac7\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">1.1. Om dette heftet<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-e3024a2 elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"e3024a2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>Dette heftet skal st\u00f8tte l\u00e6reren i \u00e5 bruke GUARDNAs undervisningsmateriell i klasserommet.<\/p><p>GUARDNA-materiellet best\u00e5r av <a href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/aktiviteter\/\" target=\"_blank\" rel=\"noopener\">aktivitetskort<\/a> og <a href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/informasjonskort\/\" target=\"_blank\" rel=\"noopener\">informasjonskort<\/a>, samt en <a href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/ordliste\/\" target=\"_blank\" rel=\"noopener\">ordliste<\/a> der begreper defineres innenfor den konkrete sammenhengen disse kortene inng\u00e5r i. Tanken er \u00e5 bruke <a href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/aktiviteter\/\" target=\"_blank\" rel=\"noopener\">aktivitetene<\/a> som et morsomt og engasjerende utgangspunkt for \u00e5 utforske innholdet i <a href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/informasjonskort\/\" target=\"_blank\" rel=\"noopener\">informasjonskortene<\/a>. <a href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/informasjonskort\/\" target=\"_blank\" rel=\"noopener\">Informasjonskortene<\/a> gir i seg selv temaer til diskusjon i klasserommet eller til videre fordypning som elevene kan gj\u00f8re og presentere for klassen.<\/p><p>De f\u00f8lgende sidene beskriver oppbygningen av hver korttype og hvordan de er tenkt brukt. Hvis du bygger videre p\u00e5 det opprinnelige materiellet eller forslagene til hvordan det kan brukes, h\u00f8rer vi sv\u00e6rt gjerne fra deg!<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-8f4cf30 elementor-widget elementor-widget-heading\" data-id=\"8f4cf30\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">2. Aktivitetskort<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-973ed9e elementor-widget elementor-widget-heading\" data-id=\"973ed9e\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">2.1. Form\u00e5l<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-95fb1b2 elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"95fb1b2\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p><a href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/aktiviteter\/\" target=\"_blank\" rel=\"noopener\">Aktivitetskortene<\/a> inneholder et bredt utvalg av \u00f8velser og praktiske aktiviteter, b\u00e5de innend\u00f8rs og utend\u00f8rs. De er ment \u00e5 brukes sammen med <a href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/informasjonskort\/\" target=\"_blank\" rel=\"noopener\">informasjonskortene<\/a>, som gir utfyllende innhold og en bredere sammenheng. Aktivitetene er laget for \u00e5 kunne tilpasses ulike fag i skolen, som naturfag, matematikk, spr\u00e5kfag og etikk.<\/p><p>I <a href=\"https:\/\/docs.google.com\/spreadsheets\/d\/1leiA4yQXAXlAE9YqsBoNM7o1Lbwp4x0o\/edit?usp=drive_link&amp;ouid=107774854404615076389&amp;rtpof=true&amp;sd=true\" target=\"_blank\" rel=\"noopener\">denne tabellen<\/a> finner du l\u00e6ringsutbyttet for hver aktivitet, alts\u00e5 hvilken kompetanse elevene utvikler gjennom arbeidet. L\u00e6ringsutbyttet st\u00e5r ogs\u00e5 p\u00e5 siden for hver enkelt aktivitet og er tilpasset hvert land i tr\u00e5d med den nasjonale l\u00e6replanen.<\/p><p>Noen av aktivitetene skal gjennomf\u00f8res utend\u00f8rs for \u00e5 stimulere til utforsking og <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM3MyIsInRvZ2dsZSI6ZmFsc2V9\">bevaring <\/a>av lokale marine <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjQ0MSIsInRvZ2dsZSI6ZmFsc2V9\">\u00f8kosystemer<\/a>. Ved \u00e5 engasjere elevene aktivt i deres egne kystn\u00e6re <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjgwNCIsInRvZ2dsZSI6ZmFsc2V9\">milj\u00f8er<\/a> (for eksempel bli kjent med de lokale <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijc5NiIsInRvZ2dsZSI6ZmFsc2V9\">artene<\/a> og hvordan de p\u00e5virker hverandre) oppmuntrer aktivitetene til tiltak som fremmer milj\u00f8ansvarlig praksis i deres egne lokalsamfunn, enten ved kysten eller i innlandet. Aktivitetene fremmer utforskende l\u00e6ring og <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Nzg3LCJ0b2dnbGUiOmZhbHNlfQ%3D%3D\">tverrfaglige<\/a> koblinger, og gj\u00f8r <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM3MyIsInRvZ2dsZSI6ZmFsc2V9\">bevaring<\/a> av havet relevant i mange ulike undervisningssammenhenger.<\/p><p>Aktiviteter knyttet til <a href=\"https:\/\/mintag-project.com\/\" target=\"_blank\" rel=\"noopener\">MINTAG<\/a> og <a href=\"https:\/\/nass.nammco.org\/2024\/\" target=\"_blank\" rel=\"noopener\">NASS24<\/a> lar elevene f\u00f8lge omfattende, profilert forskning i sanntid, noe som skaper en sterk tilknytning til studiet av havet og \u00f8ker engasjementet i STEAM-fagene.<\/p><p><em>Merk: Det legges stadig til nye aktiviteter p\u00e5 nettsiden, s\u00e5 sjekk jevnlig etter nytt innhold.<\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-0181967 elementor-widget elementor-widget-heading\" data-id=\"0181967\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">2.2. Slik bruker du aktivitetskortene<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-dc96b23 elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"dc96b23\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>Nedenfor f\u00f8lger en trinnvis veiledning i hvordan vi anbefaler \u00e5 bruke aktivitetskortene.<\/p><ul><li>Vi anbefaler at du f\u00f8rst leser gjennom l\u00e6rerveiledningen for \u00e5 forst\u00e5 hvordan materiellet er tenkt.<\/li><li>G\u00e5 til nettsiden og \u00e5pne den aktiviteten du \u00f8nsker, under <a href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/aktiviteter\/\" target=\"_blank\" rel=\"noopener\">Aktiviteter<\/a>. N\u00e5r du har blitt kjent med materiellet, kan du avgj\u00f8re hvilke aktiviteter som passer best for elevene dine.<\/li><li>Informasjonen du trenger for \u00e5 gjennomf\u00f8re aktivitetene, er tilgjengelig p\u00e5 nett eller kan skrives ut for bruk uten nett.<\/li><li>L\u00e6reren f\u00e5r tilgang til aktivitetsveiledningen ved \u00e5 klikke p\u00e5 knappen \u00ab<strong>Last ned aktivitet (l\u00e6rere)<\/strong>\u00bb. Denne versjonen inneholder svar og presiseringer som ikke finnes i elevversjonen eller p\u00e5 aktivitetens hovedside, og gir dermed en grundig oversikt over aktiviteten.<\/li><li>Dokumentet under \u00ab<strong>Last ned aktivitet (elever)<\/strong>\u00bb inneholder den samme informasjonen som nettsiden, alts\u00e5 instruksjonene elevene skal f\u00f8lge med veiledning fra l\u00e6reren. Det kan v\u00e6re lettere for elevene \u00e5 f\u00f8lge med hvis de f\u00e5r dokumentet p\u00e5 papir.<\/li><li>Under \u00abMaterialer\u00bb finner du alt utstyret som trengs for \u00e5 gjennomf\u00f8re aktiviteten, inkludert utdelingsarkene. Vi anbefaler \u00e5 skrive ut utdelingsarkene og dele dem ut til elevene.<\/li><li><a href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/informasjonskort\/\" target=\"_blank\" rel=\"noopener\">Informasjonskortene<\/a> som gir bakgrunnsinformasjonen du trenger for \u00e5 gjennomf\u00f8re aktiviteten, er listet opp under \u00abGUARDNA-kort\u00bb-delen.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1a299f1 elementor-widget elementor-widget-heading\" data-id=\"1a299f1\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">3. Informasjonskort<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-5b2a129 elementor-widget elementor-widget-heading\" data-id=\"5b2a129\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">3.1. Form\u00e5l<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-f12789d elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"f12789d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\tDisse kortene gir konsis, alderstilpasset og lett tilgjengelig informasjon om sentrale sider ved <a class=\"popup\" class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM3MyIsInRvZ2dsZSI6ZmFsc2V9\">bevaring<\/a> av havet, s\u00e6rlig om sj\u00f8pattedyr. GUARDNA er bygd opp rundt flere sett med <a href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/informasjonskort\/\" target=\"_blank\" rel=\"noopener\">informasjonskort<\/a> om <a class=\"popup\" class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijc5NiIsInRvZ2dsZSI6ZmFsc2V9\">arter<\/a> av sj\u00f8pattedyr, trusler, <a class=\"popup\" class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjY5OCIsInRvZ2dsZSI6ZmFsc2V9\">interessenter<\/a> og bruk. Kortene skal styrke elevenes kunnskap om og forst\u00e5else av marine <a class=\"popup\" class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjQ0MSIsInRvZ2dsZSI6ZmFsc2V9\">\u00f8kosystemer<\/a>, i tillegg til brukernes behov og ansvar.\n\nFlere av <a class=\"popup\" href=\"https:\/\/guardna-educ.com\/no\/8-10-trinn\/informasjonskort\/\" target=\"_blank\" rel=\"noopener\">informasjonskortene<\/a> inneholder kildehenvisninger som l\u00e6rere og elever kan bruke for \u00e5 finne mer informasjon, og som kan siteres. Tall i hakeparenteser viser til kildene. P\u00e5 nettsiden finner du kildelisten nederst p\u00e5 hver side. For nedlastede kort finner du kildelisten i det tilh\u00f8rende temaavsnittet bakerst i denne l\u00e6rerveiledningen, b\u00e5de p\u00e5 nettsiden og i PDF-versjonen.\n\nQR-kodene nederst p\u00e5 et kort f\u00f8rer til relevante sider p\u00e5 <a href=\"http:\/\/nammco.no\" target=\"_blank\" rel=\"noopener\">NAMMCOs nettsted<\/a>, der du finner mer detaljer og litteratur om temaet.\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-e8d26ae elementor-widget elementor-widget-heading\" data-id=\"e8d26ae\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">3.2. Artskort<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-00b9f4c elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"00b9f4c\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>Artskortene gir informasjon om sj\u00f8pattedyr (<a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM4MSIsInRvZ2dsZSI6ZmFsc2V9\">hvaldyr<\/a> og <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM5MCIsInRvZ2dsZSI6ZmFsc2V9\">pinnipedier<\/a>) i GUARDNA-omr\u00e5det. Dette omfatter fakta, samlet inn av <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM4OSIsInRvZ2dsZSI6ZmFsc2V9\">NAMMCO<\/a> (se <a href=\"https:\/\/nammco.no\/marine-mammals\/\" target=\"_blank\" rel=\"noopener\">nettsiden<\/a> for mer detaljer), om biologien og \u00f8kologien til hver art, samt de nyeste bestandsestimatene for det mest relevante omr\u00e5det.<\/p><p>Noen detaljer som gj\u00f8r kortene lettere \u00e5 forst\u00e5:<\/p><ol><li style=\"list-style-type: none;\"><ol><li>Kortene inneholder <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijc5NiIsInRvZ2dsZSI6ZmFsc2V9\">artens<\/a> engelske navn, <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6ODExLCJ0b2dnbGUiOmZhbHNlfQ%3D%3D\">vitenskapelige navn<\/a> og vanlige navn p\u00e5 de seks GUARDNA-spr\u00e5kene: dansk, f\u00e6r\u00f8ysk, gr\u00f8nlandsk, islandsk, norsk og nordsamisk.<\/li><li>Lengde, vekt og maksimal alder hos voksne dyr viser til den st\u00f8rste kjente lengden, vekten og alderen <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijc5NiIsInRvZ2dsZSI6ZmFsc2V9\">arten<\/a> kan n\u00e5, uavhengig av kj\u00f8nn. Ofte er det store forskjeller mellom hanner og hunner n\u00e5r det gjelder st\u00f8rrelse og levealder, og dette varierer fra <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijc5NiIsInRvZ2dsZSI6ZmFsc2V9\">art<\/a> til <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijc5NiIsInRvZ2dsZSI6ZmFsc2V9\">art<\/a>. For eksempel er hunnbl\u00e5hvaler st\u00f8rre enn hannene, hannspermhvaler er mye st\u00f8rre enn hunnene, og hannspekkhoggere er st\u00f8rre enn hunnene, mens hunnspekkhoggere som regel lever mye lenger.<\/li><li>Artskortene viser artens europeiske <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM3MyIsInRvZ2dsZSI6ZmFsc2V9\">bevaringsstatus<\/a> p\u00e5 <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6NjY0LCJ0b2dnbGUiOmZhbHNlfQ%3D%3D\">IUCN<\/a>s r\u00f8dliste og angir datoen for <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjE0NjQ5IiwidG9nZ2xlIjpmYWxzZX0%3D\">vurderingen<\/a>, siden statusen kan endre seg gjennom \u00e5rene. <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6NjY0LCJ0b2dnbGUiOmZhbHNlfQ%3D%3D\">IUCN<\/a>-statusen kan sjekkes i <a href=\"https:\/\/www.iucnredlist.org\/\" target=\"_blank\" rel=\"noopener\">IUCN Red List of Threatened Species<\/a>. Noen ganger er den globale og den europeiske <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6NjY0LCJ0b2dnbGUiOmZhbHNlfQ%3D%3D\">IUCN<\/a>-statusen ulik, fordi statusen til <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjQyMyIsInRvZ2dsZSI6ZmFsc2V9\">bestandene<\/a> varierer gjennom hele utbredelsesomr\u00e5det. For enkelte <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijc5NiIsInRvZ2dsZSI6ZmFsc2V9\">arter<\/a> kan for eksempel den globale bestanden v\u00e6re livskraftig (Least Concern), mens de europeiske <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjQyMyIsInRvZ2dsZSI6ZmFsc2V9\">bestandene<\/a> er s\u00e5rbare (Vulnerable) eller truede (Endangered) \u2013 eller omvendt (finnhval er for eksempel s\u00e5rbar p\u00e5 globalt niv\u00e5, men livskraftig p\u00e5 europeisk niv\u00e5). I parentes har vi tatt med \u00e5ret for den aktuelle vurderingen.<\/li><li>Geografiske betegnelser, som NA, NEA, subarktis og Arktis, vises p\u00e5 et kart bakerst i denne delen for \u00e5 gj\u00f8re dem lettere \u00e5 forst\u00e5. Se avsnittet &laquo;<em><a href=\"#geoterms\">Geografiske begreper<\/a><\/em>&laquo;.<\/li><li><a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM3NCIsInRvZ2dsZSI6ZmFsc2V9\">Bestandsestimater<\/a>: Det er umulig \u00e5 telle n\u00f8yaktig hvor mange sj\u00f8pattedyr det er i en gitt <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjQyMyIsInRvZ2dsZSI6ZmFsc2V9\">bestand<\/a>, og derfor ansl\u00e5s mengden gjennom <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjcwMyIsInRvZ2dsZSI6ZmFsc2V9\">tellinger<\/a> etterfulgt av (til dels kompliserte) beregninger. Fordi det er en viss grad av usikkerhet i slike anslag, oppgis de vanligvis med denne usikkerheten eller som et intervall av mulige verdier. For enkelhets skyld viser artskortene avrundede \u00abbeste\u00bb anslag. For enkelte <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Nzk2LCJ0b2dnbGUiOmZhbHNlfQ%3D%3D\">arter<\/a> finnes det, p\u00e5 grunn av de logistiske vanskene med <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjcwMyIsInRvZ2dsZSI6ZmFsc2V9\">telling<\/a>, ingen presise <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM3NCIsInRvZ2dsZSI6ZmFsc2V9\">bestandsestimater<\/a> for visse omr\u00e5der, og et omtrentlig <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM3NCIsInRvZ2dsZSI6ZmFsc2V9\">bestandsestimat<\/a> oppgis da for en st\u00f8rre skala, noen ganger global (for eksempel arktis eller Nord-Atlanteren), men alltid inkludert fangstomr\u00e5dene. For gr\u00f8nlandssel og klappmyss oppgis for eksempel mengden for hele Nord-Atlanteren, siden de ogs\u00e5 jaktes ved Vest-Gr\u00f8nland. Kortet angir hvilket omr\u00e5de bestandsestimatet gjelder for.<\/li><li>Antallet dyr som jaktes, er oppgitt som gjennomsnittet for 2019\u20132023 for hele landet. Det kan finnes flere forvaltningsomr\u00e5der innenfor samme land. For NAMMCOs medlemsland finnes de \u00e5rlige uttakene i hvert forvaltningsomr\u00e5de i fangstdatabasen (<a href=\"https:\/\/nammco.no\/marine-mammal-catch-database\/\" target=\"_blank\" rel=\"noopener\">Catch Database<\/a>).<\/li><li>Antallet dyr som jaktes, omfatter dyr som avlives som <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjY4OSIsInRvZ2dsZSI6ZmFsc2V9\">matressurs<\/a>, i tillegg til dyr som avlives for \u00e5 beskytte fiskerier og <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6NzA2MCwidG9nZ2xlIjpmYWxzZX0%3D\">akvakultur<\/a> mot skade. Det omfatter ikke antallet bifangstdyr eller dyr som er tatt ulovlig.<\/li><\/ol><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-a53245a elementor-widget__width-inherit elementor-widget elementor-widget-image\" data-id=\"a53245a\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img fetchpriority=\"high\" decoding=\"async\" width=\"800\" height=\"565\" src=\"https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/Species-card-1024x723.png\" class=\"attachment-large size-large wp-image-14036\" alt=\"\" srcset=\"https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/Species-card-1024x723.png 1024w, https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/Species-card-300x212.png 300w, https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/Species-card-768x542.png 768w, https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/Species-card-1536x1085.png 1536w, https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/Species-card-2048x1446.png 2048w\" sizes=\"(max-width: 800px) 100vw, 800px\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-05a6908 elementor-widget elementor-widget-heading\" data-id=\"05a6908\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">3.3. Interessentkort<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-9105a38 elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"9105a38\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>Interessentkortene beskriver de ulike <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjY5OCIsInRvZ2dsZSI6ZmFsc2V9\">interessentene<\/a> som p\u00e5 ulike m\u00e5ter forholder seg til sj\u00f8pattedyr som en ressurs i Nord-Atlanteren \u2013 ut fra kulturelle, matforsynings-, rekreasjons-, vitenskapelige og <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM2OSIsInRvZ2dsZSI6ZmFsc2V9\">forvaltningsmessige<\/a> interesser.<\/p><p><a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjY5OCIsInRvZ2dsZSI6ZmFsc2V9\">Interessentenes<\/a> innflytelsesdiagram gir elevene en innf\u00f8ring i makt\u2013interesse-matrisen knyttet til <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjM2OSIsInRvZ2dsZSI6ZmFsc2V9\">forvaltning<\/a> av sj\u00f8pattedyr i Nord-Atlanteren. Dette er et verkt\u00f8y for \u00e5 kategorisere interessenter ut fra:<\/p><ul><li>hvor mye innflytelse de har i <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjY0NSIsInRvZ2dsZSI6ZmFsc2V9\">beslutningsprosessen<\/a>, og<\/li><li>hvor direkte deres eget liv p\u00e5virkes av temaet, og dermed hvor stor personlig interesse de har i <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjY0NSIsInRvZ2dsZSI6ZmFsc2V9\">beslutningstakingen<\/a>.<\/li><\/ul><p>I PDF-versjonen av kortene er interessentene plassert i matrisen etter det n\u00e5v\u00e6rende niv\u00e5et av innflytelse og interesse. P\u00e5 nettsiden er matrisen interaktiv, slik at elevene kan plassere hver <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjY5OCIsInRvZ2dsZSI6ZmFsc2V9\">interessent<\/a> der de mener den h\u00f8rer hjemme. Vi oppfordrer l\u00e6rere til \u00e5 veilede elevene i \u00e5 vurdere matrisen kritisk, og til \u00e5 sette i gang diskusjoner som: <em>B\u00f8r fangstfolk ha mer makt? Eller: Hvordan kan innflytelsen til allmennheten endre seg over tid?<\/em><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-2817fae elementor-widget__width-initial elementor-widget elementor-widget-image\" data-id=\"2817fae\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"800\" height=\"266\" data-src=\"https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/stakeholders-1024x340.png\" class=\"attachment-large size-large wp-image-14022 lazyload\" alt=\"\" data-srcset=\"https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/stakeholders-1024x340.png 1024w, https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/stakeholders-300x100.png 300w, https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/stakeholders-768x255.png 768w, https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/stakeholders-1536x510.png 1536w, https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/stakeholders-2048x680.png 2048w\" data-sizes=\"(max-width: 800px) 100vw, 800px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 800px; --smush-placeholder-aspect-ratio: 800\/266;\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-55a49e9 elementor-widget elementor-widget-heading\" data-id=\"55a49e9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">3.4. Brukskort<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-9bbc1a9 elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"9bbc1a9\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>Helt siden f\u00f8rhistorisk tid har <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Njk5LCJ0b2dnbGUiOmZhbHNlfQ%3D%3D\">strandede<\/a> eller jaktede sj\u00f8pattedyr v\u00e6rt <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjY4OSIsInRvZ2dsZSI6ZmFsc2V9\">ressurser<\/a> for kystsamfunn over hele verden, b\u00e5de som mat og materialer, men ogs\u00e5 som kunstnerisk og \u00e5ndelig inspirasjon. I nyere tid har bruken av dem til rekreasjonsform\u00e5l (sel- og hvalsafari) vokst fram. Brukskortene beskriver de mange sidene ved sj\u00f8pattedyr som <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjY4OSIsInRvZ2dsZSI6ZmFsc2V9\">ressurs<\/a>.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-7d00ac0 elementor-widget elementor-widget-heading\" data-id=\"7d00ac0\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h3 class=\"elementor-heading-title elementor-size-default\">3.5. Trusselkort<\/h3>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-9154f3b elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"9154f3b\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p><a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjcwNSIsInRvZ2dsZSI6ZmFsc2V9\">B\u00e6rekraften<\/a> til en <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjQyMyIsInRvZ2dsZSI6ZmFsc2V9\">bestand<\/a> eller art er en balanse mellom hvor tallrik den er, <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjQyMyIsInRvZ2dsZSI6ZmFsc2V9\">bestandsdynamikken<\/a> (for eksempel hvor raskt <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6Ijc5NiIsInRvZ2dsZSI6ZmFsc2V9\">arten<\/a> formerer seg) og niv\u00e5et av direkte (for eksempel jakt og bifangst) og indirekte (for eksempel klimaendringer) menneskelig p\u00e5virkning. Det er viktig \u00e5 merke seg at en trussel mot ett individ ikke n\u00f8dvendigvis betyr en trussel mot hele <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjQyMyIsInRvZ2dsZSI6ZmFsc2V9\">bestanden<\/a>; selv om jakt \u00e5penbart setter enkeltdyr i fare, utgj\u00f8r ansvarlig og b\u00e6rekraftig jakt ingen trussel mot <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjQyMyIsInRvZ2dsZSI6ZmFsc2V9\">bestanden<\/a> som helhet.<\/p><p>Trusselkortene gir en oversikt over truslene eller utfordringene sj\u00f8pattedyr m\u00f8ter i Nord-Atlanteren, og om vi enkelt kan <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6NzEwMiwidG9nZ2xlIjpmYWxzZX0%3D\">begrense<\/a> dem.<\/p><p>Den fargede linjen langs kanten av f\u00f8rste side viser hvor lett eller vanskelig det er \u00e5 tallfeste og <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6NzEwMiwidG9nZ2xlIjpmYWxzZX0%3D\">begrense<\/a> hver enkelt trussel, der r\u00f8dt betyr h\u00f8y vanskelighetsgrad og gr\u00f8nt lavere vanskelighetsgrad.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-1011481 elementor-widget__width-initial elementor-widget elementor-widget-image\" data-id=\"1011481\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"image.default\">\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<img decoding=\"async\" width=\"800\" height=\"566\" data-src=\"https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/threats-1024x725.png\" class=\"attachment-large size-large wp-image-14029 lazyload\" alt=\"\" data-srcset=\"https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/threats-1024x725.png 1024w, https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/threats-300x212.png 300w, https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/threats-768x543.png 768w, https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/threats-1536x1087.png 1536w, https:\/\/guardna-educ.com\/wp-content\/uploads\/2025\/08\/threats-2048x1449.png 2048w\" data-sizes=\"(max-width: 800px) 100vw, 800px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 800px; --smush-placeholder-aspect-ratio: 800\/566;\" \/>\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-e1412a8 elementor-widget elementor-widget-heading\" data-id=\"e1412a8\" data-element_type=\"widget\" data-e-type=\"widget\" id=\"geoterms\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">4. Geografiske begreper<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-c2703e8 elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"c2703e8\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<p>Det vises til en rekke geografiske begreper i GUARDNA-kortene. Kartet nedenfor viser omr\u00e5det som svarer til de geografiske begrepene som brukes i GUARDNA-kortene. Merk at grensene som brukes her, ikke er offisielle og bare brukes som referanse.<\/p><p><strong>Geografiske definisjoner i GUARDNA:<\/strong><\/p><ul><li><strong>NAMMCO-omr\u00e5det:<\/strong> Dette omfatter havomr\u00e5det rundt NAMMCOs medlemsland (F\u00e6r\u00f8yene, Gr\u00f8nland, Island og Norge), b\u00e5de de \u00f8konomiske sonene deres (EEZ) og det \u00e5pne havet.<\/li><li><strong>GUARDNA-omr\u00e5det:<\/strong> Dette omfatter omr\u00e5dene nevnt ovenfor, i tillegg til farvannene rundt Danmark.<\/li><li><strong>Arktis:<\/strong> Avgrensningen av den arktiske regionen f\u00f8lger grensene som er fastsatt av <a class=\"popup\" href=\"#elementor-action%3Aaction%3Dpopup%3Aopen%26settings%3DeyJpZCI6IjYzNiIsInRvZ2dsZSI6ZmFsc2V9\">Conservation of Arctic Flora and Fauna (CAFF)<\/a>.<\/li><li><strong>Subarktis:<\/strong> Regionen like s\u00f8r for Arktis og nord for de tempererte regionene i Nord-Atlanteren.<\/li><li><strong>Nord-Atlanteren (NA):<\/strong> Den nordlige delen av Atlanterhavet, som strekker seg fra ekvator nordover mot Polhavet.<\/li><li><strong>Nord\u00f8st-Atlanteren (NEA):<\/strong> Viser til den \u00f8stlige delen av Nord-Atlanteren.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-25a8948 elementor-widget__width-initial elementor-widget elementor-widget-shortcode\" data-id=\"25a8948\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"shortcode.default\">\n\t\t\t\t\t\t\t<div class=\"elementor-shortcode\"><div class=\"gm-widget\" id=\"guardna-map-1\">\n\t<div class=\"gm-map\">\n\t\t<svg viewBox=\"0 0 1950 1438\" fill=\"none\" xmlns=\"http:\/\/www.w3.org\/2000\/svg\" role=\"img\" aria-label=\"Interactive map of NAMMCO and GUARDNA areas\">\n\n  <rect x=\"0\" y=\"0\" width=\"2745\" height=\"1438\" fill=\"#00464E\"\/>\n  <g class=\"gm-layer\" data-layer=\"na\"><g id=\"AERA NEA\"><path id=\"Vector_2\" d=\"M1645.5 613C1814.5 262 1555.5 -43 1478.5 -27.5C1401.5 -12 1478.5 76 1327.5 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class=\"gm-slider\"><\/span>\n\t\t\t\t<\/label>\n\t\t\t\t<label class=\"gm-label\" for=\"gm-1-nammco\">NAMMCO-omr\u00e5det<\/label>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<div class=\"gm-toggle-row\">\n\t\t\t\t<label class=\"gm-switch\" for=\"gm-1-nea\">\n\t\t\t\t\t<input type=\"checkbox\" data-target=\"nea\" id=\"gm-1-nea\">\n\t\t\t\t\t<span class=\"gm-slider\"><\/span>\n\t\t\t\t<\/label>\n\t\t\t\t<label class=\"gm-label\" for=\"gm-1-nea\">Nord\u00f8st-Atlanteren<\/label>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<div class=\"gm-toggle-row\">\n\t\t\t\t<label class=\"gm-switch\" for=\"gm-1-na\">\n\t\t\t\t\t<input type=\"checkbox\" data-target=\"na\" id=\"gm-1-na\">\n\t\t\t\t\t<span class=\"gm-slider\"><\/span>\n\t\t\t\t<\/label>\n\t\t\t\t<label class=\"gm-label\" for=\"gm-1-na\">Nord-Atlanteren <\/label>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<div class=\"gm-toggle-row\">\n\t\t\t\t<label class=\"gm-switch\" for=\"gm-1-arctic\">\n\t\t\t\t\t<input type=\"checkbox\" data-target=\"arctic\" id=\"gm-1-arctic\">\n\t\t\t\t\t<span class=\"gm-slider\"><\/span>\n\t\t\t\t<\/label>\n\t\t\t\t<label class=\"gm-label\" for=\"gm-1-arctic\">Arktisk linje<\/label>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<div class=\"gm-toggle-row\">\n\t\t\t\t<label class=\"gm-switch\" for=\"gm-1-subarctic\">\n\t\t\t\t\t<input type=\"checkbox\" data-target=\"subarctic\" id=\"gm-1-subarctic\">\n\t\t\t\t\t<span class=\"gm-slider\"><\/span>\n\t\t\t\t<\/label>\n\t\t\t\t<label class=\"gm-label\" for=\"gm-1-subarctic\">Subarktisk linje<\/label>\n\t\t\t<\/div>\n\t\t\t\t\t\t\t\t<div class=\"gm-toggle-row\">\n\t\t\t\t<label class=\"gm-switch\" for=\"gm-1-guardna\">\n\t\t\t\t\t<input type=\"checkbox\" data-target=\"guardna\" id=\"gm-1-guardna\">\n\t\t\t\t\t<span class=\"gm-slider\"><\/span>\n\t\t\t\t<\/label>\n\t\t\t\t<label class=\"gm-label\" for=\"gm-1-guardna\">GUARDNA-omr\u00e5det<\/label>\n\t\t\t<\/div>\n\t\t\t<\/div>\n<\/div>\n<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-9c721ae elementor-widget elementor-widget-heading\" data-id=\"9c721ae\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"heading.default\">\n\t\t\t\t\t<h2 class=\"elementor-heading-title elementor-size-default\">5. Referanser<\/h2>\t\t\t\t<\/div>\n\t\t\t\t<div class=\"elementor-element elementor-element-b28f87d elementor-widget__width-initial elementor-widget elementor-widget-text-editor\" data-id=\"b28f87d\" data-element_type=\"widget\" data-e-type=\"widget\" data-widget_type=\"text-editor.default\">\n\t\t\t\t\t\t\t\t\t<h4><strong>Trussel<\/strong><\/h4><p><span style=\"text-decoration: underline;\">Bifangst og fastvikling:<\/span><\/p><p>[1] Read, A.J., Drinker, P., &amp; Northridge, S. (2006). Bycatch of Marine Mammals in U.S. and Global Fisheries.\u00a0<em>Conservation Biology<\/em>, 20: 163-169.\u00a0<a href=\"https:\/\/doi.org\/10.1111\/j.1523-1739.2006.00338.x\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1111\/j.1523-1739.2006.00338.x<\/u><\/a><\/p><p>[2] International Whaling Commission. Conservation and Management \u2013 Entanglement of large whales.\u00a0<a href=\"https:\/\/iwc.int\/management-and-conservation\/entanglement\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/iwc.int\/management-and-conservation\/entanglement<\/u><\/a><\/p><p>[3] ASCOBANS. (2020, September 4). Bycatch \u2013 Still a Major Cause of Small Cetacean Mortality.\u00a0<a href=\"https:\/\/www.ascobans.org\/en\/news\/bycatch-%E2%80%93-still-major-cause-small-cetacean-mortality\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/www.ascobans.org\/en\/news\/bycatch-%E2%80%93-still-major-cause-small-cetacean-mortality<\/u><\/a><\/p><p>[4] NAMMCO. By-catch, entanglement and ship strike.\u00a0<a href=\"https:\/\/nammco.no\/by-catch-entanglement-and-ship-strike\/\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/nammco.no\/by-catch-entanglement-and-ship-strike<\/u><\/a><\/p><p><u>Klimaendringer:<\/u><\/p><p>[1] Rantanen, M., Karpechko, A. Yu., Lipponen, A., Nordling, K., Hyv\u00e4rinen, O., Ruosteenoja, K., Vihma, T., &amp; Laaksonen, A. (2022). The Arctic has warmed nearly four times faster than the globe since 1979.\u00a0<em>Communications Earth &amp; Environment<\/em>, 3(1), 168.\u00a0<a href=\"https:\/\/doi.org\/10.1038\/s43247-022-00498-3\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1038\/s43247-022-00498-3<\/a><\/p><p>[2] Kovacs, K. M., Lydersen, C., Overland, J. E., &amp; Moore, S. E. (2011). Impacts of changing sea-ice conditions on Arctic marine mammals.\u00a0<em>Marine Biodiversity<\/em>, 41(1), 181\u2013194.\u00a0<a href=\"https:\/\/link.springer.com\/article\/10.1007\/s12526-010-0061-0\" target=\"_blank\" rel=\"noopener\">https:\/\/link.springer.com\/article\/10.1007\/s12526-010-0061-0<\/a><\/p><p>[3] Duengen, D., Burkhardt, E., &amp; El-Gabbas, A. (2022). Fin whale (<em>Balaenoptera physalus<\/em>) distribution modeling on their Nordic and Barents Seas feeding grounds.\u00a0<em>Marine Mammal Science<\/em>, 38(4), 1583\u20131608.\u00a0<a href=\"https:\/\/www.theguardian.com\/environment\/2022\/mar\/28\/meet-us-dont-eat-us-how-iceland-is-turning-tourists-from-whale-eaters-to-whale-watchers\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1111\/mms.12943<\/a><\/p><p><span style=\"text-decoration: underline;\">Forringelse av leveomr\u00e5der<\/span><\/p><p>[1] World Economic Forum. (2018, August 3). Only 13% of the world\u2019s oceans are untouched by humans.\u00a0<a href=\"https:\/\/www.weforum.org\/stories\/2018\/08\/new-map-shows-that-only-13-of-the-oceans-are-still-truly-wild\/\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/www.weforum.org\/stories\/2018\/08\/new-map-shows-that-only-13-of-the-oceans-are-still-truly-wild\/<\/u><\/a><\/p><p>[2] Marine Conservation Institute. 30\u00d730: Protecting at least 30% of the ocean by 2030. Retrieved May 20, 2025, from:\u00a0<a href=\"https:\/\/marine-conservation.org\/30x30\/\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/marine-conservation.org\/30\u00d730\/<\/u><\/a><\/p><p>[3] OSPAR Commission. (2022, October 5). 11% of the North-East Atlantic is now protected.\u00a0<a href=\"https:\/\/www.ospar.org\/news\/mpareport\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/www.ospar.org\/news\/mpareport<\/u><\/a><\/p><p>[4] Akandil, C., Plekhanova, E., Rietze, N., Oehri, J., Rom\u00e1n, M. O., Wang, Z., Radeloff, V. C., &amp; Schaepman-Strub, G. (2024). Artificial light at night reveals hotspots and rapid development of industrial activity in the Arctic.\u00a0<em>Proceedings of the National Academy of Sciences of the United States of America<\/em>, 121(44), e2322269121.\u00a0<a href=\"https:\/\/doi.org\/10.1073\/pnas.2322269121\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1073\/pnas.2322269121<\/u><\/a><\/p><p><span style=\"text-decoration: underline;\">Jakt<\/span><\/p><p>[1] Lee, S., &amp; Robineau, D. (2004). Les c\u00e9tac\u00e9s des gravures rupestres n\u00e9olithiques de Bangu-dae (Cor\u00e9e du Sud) et les d\u00e9buts de la chasse \u00e0 la baleine dans le Pacifique nord-ouest.\u00a0<i>L\u2019Anthropologie<\/i>,\u00a0<i>108<\/i>(1), 137\u2013151.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.anthro.2004.01.001\" target=\"_blank\" rel=\"noopener\"><span class=\"url\">https:\/\/doi.org\/10.1016\/j.anthro.2004.01.001<\/span><\/a><\/p><p>[2] Rocha, R. C., Clapham, P. J., &amp; Ivashchenko, Y. V. (2014). Emptying the oceans: a summary of industrial whaling catches in the 20th century.\u00a0<em>Marine Fisheries Review<\/em>,<strong>\u00a076<\/strong>(4), 37-48<em>.\u00a0<\/em><a href=\"https:\/\/doi.org\/10.7755\/MFR.76.4.3\"><u>https:\/\/doi.org\/10.7755\/MFR.76.4.3<\/u><\/a><\/p><p><u>St\u00f8yforstyrrelse<\/u><\/p><p>[1] Huntington, H. P., Boyle, M., Flowers, G. E., Weatherly, J. W., Hamilton, L. C., Hinzman, L., \u00a0Gerlach, C., Zulueta, R., Nicolson, C., Overpeck, J. (2007). The influence of human activity in the Arctic on climate and climate impacts.\u00a0<i>Climatic change<\/i>\u00a082, 77\u201392.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/s10584-006-9162-y\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1007\/s10584-006-9162-y<\/u><\/a><\/p><p>[2] Tervo, O. M., Blackwell, S. B., Garde, E., Hansen, R. G., Samson, A. L., Conrad, A. S., Heide-J\u00f8rgensen, M. P. (2023). Stuck in a corner: Anthropogenic noise threatens narwhals in their once pristine Arctic habitat.\u00a0<em>Science Advances\u00a0<\/em>9, eade0440.\u00a0<a href=\"https:\/\/doi.org\/10.1126\/sciadv.ade0440\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1126\/sciadv.ade0440<\/u><\/a><\/p><p>[3] Jepson, P., Arbelo, M., Deaville, R.\u00a0<i>et al.<\/i>\u00a0Gas-bubble lesions in stranded cetaceans.\u00a0<i>Nature<\/i>\u00a0425, 575\u2013576 (2003).\u00a0<a href=\"https:\/\/doi.org\/10.1038\/425575a\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1038\/425575a<\/a><\/p><p><u>Forurensning<\/u><\/p><p>[1] Jambeck, J. R., Geyer, R., Wilcox, C., Siegler, T. R., Perryman, M., Andrady, A., Narayan, R., &amp; Law, K. L. (2015). Plastic waste inputs from land into the ocean.\u00a0<em>Science<\/em>, 347(6223), 768\u2013771.\u00a0<a href=\"https:\/\/doi.org\/10.1126\/science.1260352\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1126\/science.1260352<\/u><\/a><\/p><p>[2]\u00a0Kosior, E., &amp; Crescenzi, I. (2020). Solutions to the plastic waste problem on land and in the oceans. In: T. M. Letcher (Ed.),\u00a0<em>Plastic waste and recycling<\/em>\u00a0(pp. 415\u2013446). Academic Press.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/B978-0-12-817880-5.00016-5\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1016\/B978-0-12-817880-5.00016-5<\/u><\/a><\/p><p>[3] James, N. A., &amp; Gro\u00dfe, A. (2023). Marine Mammals and Interactions with Debris in the Northeastern Atlantic Region: Synthesis and Recommendations for Monitoring and Research. In: Grimstad, S.M.F., Ottosen, L.M., James, N.A. (Eds.),\u00a0<em>Marine Plastics: Innovative Solutions to Tackling Waste.<\/em>\u00a0Springer, Cham.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/978-3-031-31058-4_1\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1007\/978-3-031-31058-4_1<\/u><\/a><\/p><p>[4] Jepson, P. D., &amp; Law, R. J. (2016). Persistent pollutants, persistent threats.\u00a0<em>Science, 352(6292)<\/em>, 1388\u20131389.\u00a0<a href=\"https:\/\/doi.org\/10.1126\/science.aaf9075\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1126\/science.aaf9075<\/u><\/a><\/p><p>[5] Borrell, A. (1993). PCB and DDT in blubber of cetaceans from the northeastern north Atlantic.\u00a0<em>Marine Pollution Bulletin, 26(3)<\/em>, 146\u2013151<em>.<\/em>\u00a0<a href=\"https:\/\/doi.org\/10.1016\/0025-326x(93)90125-4\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1016\/0025-326x(93)90125-4<\/u><\/a><\/p><p>[6] \u00a0International Whaling Commission (IWC). (2020). Report of the IWC Workshop on Marine Debris: The Way Forward, 3-5 December 2019, La Garriga, Catalonia, Spain. SC\/68B\/REP\/03. Available at\u00a0<a href=\"https:\/\/archive.iwc.int\/pages\/view.php?ref=17025&amp;k=\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/archive.iwc.int\/pages\/view.php?ref=17025&amp;k=<\/u><\/a><\/p><p>[7] Nelms, S. E., Barnett, J., Brownlow, A. et al. (2019). Microplastics in marine mammals stranded around the British coast: ubiquitous but transitory?\u00a0<em>Scientific Reports<\/em>, 9, 1075.\u00a0<a href=\"https:\/\/doi.org\/10.1038\/s41598-018-37428-3\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1038\/s41598-018-37428-3<\/u><\/a><\/p><p>[8] Jepson, P. D., Deaville, R., Barber, J. L. et al. (2016). PCB pollution continues to impact populations of orcas and other dolphins in European waters.\u00a0<em>Scientific Reports<\/em>, 6, 18573.\u00a0<a href=\"https:\/\/doi.org\/10.1038\/srep18573p\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1038\/srep18573p<\/u><\/a><\/p><p>[9] \u00a0Murphy, S., Barber, J. L., Learmonth J. A. et al. (2015). Reproductive Failure in UK Harbour Porpoises\u00a0<em>Phocoena phocoena<\/em>: Legacy of Pollutant Exposure?\u00a0<em>PLoS ONE, 10(7)<\/em>, e0131085.\u00a0<a href=\"https:\/\/doi.org\/10.1371\/journal.pone.0131085\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1371\/journal.pone.0131085<\/u><\/a><\/p><p><span style=\"text-decoration: underline;\">P\u00e5kj\u00f8rsler fra skip<\/span><\/p><p><span class=\"author\">[1] Tournadre, J.<\/span>\u00a0(<span class=\"pubYear\">2014<\/span>),\u00a0<span class=\"articleTitle\">Anthropogenic pressure on the open ocean: The growth of ship traffic revealed by altimeter data analysis<\/span>.\u00a0<i>Geophysical Research Letters<\/i>,\u00a0<span class=\"vol\">41<\/span>,\u00a0<span class=\"pageFirst\">7924<\/span>\u2013<span class=\"pageLast\">7932<\/span>,\u00a0<a href=\"https:\/\/doi.org\/10.1002\/2014GL061786\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1002\/2014GL061786<\/u><\/a>.<\/p><p>[2] Leaper, R. (2019). The role of slower vessel speeds in reducing greenhouse gas emissions, underwater noise and collision risk to whales. <em>Fontiers in Marine Science,\u00a0<\/em>6,\u00a0<a href=\"https:\/\/doi.org\/10.3389\/fmars.2019.00505\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.3389\/fmars.2019.00505<\/u><\/a><\/p><p>[3] DFO (2014). <em>Science review of the final environmental impact statement addendum for the early revenue phase of Baffinland\u2019s Mary River Project\u00a0<\/em>[Science Response 2013\/024].\u00a0DFO Canadian Science Advisory Secretariat.\u00a0<a href=\"https:\/\/publications.gc.ca\/collections\/collection_2014\/mpo-dfo\/Fs70-7-2013-24-eng.pdf\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/publications.gc.ca\/collections\/collection_2014\/mpo-dfo\/Fs70-7-2013-24-eng.pdf<\/u><\/a><\/p><p>[4] Laist, D.W., Knowlton, A.R., Mead, J.G., Collet, A.S. and Podesta, M. (2001). Collissions between ships and whales. <em>Marine Mammal Science<\/em>, 17, 35-75.\u00a0<a href=\"https:\/\/doi.org\/10.1111\/j.1748-7692.2001.tb00980.x\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1111\/j.1748-7692.2001.tb00980.x<\/u><\/a><\/p><p>[5] Ifaw (2021).<em>\u00a0Ship strikes and whales: preventing a collission course.<\/em>\u00a0<a href=\"https:\/\/d1jyxxz9imt9yb.cloudfront.net\/resource\/1114\/attachment\/original\/Ship_strikes_and_whales_-_factsheet.pdf\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/d1jyxxz9imt9yb.cloudfront.net\/resource\/1114\/attachment\/original\/Ship_strikes_and_whales_-_factsheet.pdf<\/u><\/a><\/p><p>[6] Marine Mammal Commission (n.a.). <em>North Atlantic Right Whale.\u00a0<\/em><a href=\"https:\/\/www.mmc.gov\/priority-topics\/species-of-concern\/north-atlantic-right-whale\/\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/www.mmc.gov\/priority-topics\/species-of-concern\/north-atlantic-right-whale\/<\/u><\/a><\/p><p><span style=\"text-decoration: underline;\">Turisme<\/span><\/p><p>[1] Arctic Portal. (n.d.). Sustainable Arctic Tourism.\u00a0<a href=\"https:\/\/arcticportal.org\/shipping-portlet\/tourism#:~:text=According%20to%20the%20newest%20scientific,800%20%25%20in%20a%20past%20decade\">https:\/\/arcticportal.org\/shipping-portlet\/tourism<\/a><\/p><p>[2] Bejder, L., Higham, J. E., &amp; Lusseau, D. (2022). Tourism and research impacts on marine mammals: A bold future informed by research and technology. In\u00a0<i>Marine Mammals: the Evolving Human Factor<\/i>\u00a0(pp. 255-275). Cham: Springer International Publishing.\u00a0<a href=\"https:\/\/doi.org\/10.1007\/978-3-030-98100-6_8\">https:\/\/doi.org\/10.1007\/978-3-030-98100-6_8<\/a><\/p><p>[3] Bearzi, M. (2017).\u00a0<i>Impacts of Marine Mammal Tourism. Ecotourism\u2019s Promise and Peril, 73\u201396.\u00a0<\/i><a href=\"https:\/\/doi.org\/10.1007\/978-3-319-58331-0_6\">https:\/\/doi.org\/10.1007\/978-3-319-58331-0_6\u00a0<\/a><\/p><h4><strong>Bruk<\/strong><\/h4><p><span style=\"text-decoration: underline;\">Biomimetikk<\/span><\/p><p>[1] Lebdioui, A. (2022). Nature-inspired innovation policy: Biomimicry as a pathway to leverage biodiversity for economic development.\u00a0<i>Ecological Economics<\/i>,\u00a0<i>202<\/i>, 107585.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.ecolecon.2022.107585\">https:\/\/doi.org\/10.1016\/j.ecolecon.2022.107585<\/a><\/p><p>[2] Baleen Filter (n.d.).\u00a0<a href=\"https:\/\/www.baleenfilters.com\/\">https:\/\/www.baleenfilters.com\/<\/a><\/p><p>[3] Biomimicry Institute [@<span class=\"x1lliihq x193iq5w x6ikm8r x10wlt62 xlyipyv xuxw1ft\">biomimicryinstitute<\/span>]. (2024, February 18). Instagram.\u00a0<a href=\"https:\/\/www.instagram.com\/biomimicryinstitute\/p\/C3fczQbPaAn\/\">https:\/\/www.instagram.com\/biomimicryinstitute\/p\/C3fczQbPaAn\/\u00a0<\/a><\/p><p>[4] Goulet, P., Guinet, C., Swift, R., Madsen, P. T., &amp; Johnson, M. (2019). A miniature biomimetic sonar and movement tag to study the biotic environment and predator-prey interactions in aquatic animals.\u00a0<em>Deep Sea Research Part I: Oceanographic Research Papers.\u00a0<\/em><a href=\"https:\/\/doi.org\/10.1016\/j.dsr.2019.04.007\">https:\/\/doi.org\/10.1016\/j.dsr.2019.04.007<\/a><\/p><p><span style=\"text-decoration: underline;\">Kl\u00e6r og gjenstander<\/span><\/p><p><span style=\"text-decoration: underline;\">Mat<\/span><\/p><p>[1] Ziegler, F., Nilsson, K., Levermann, N., Dorph, M., Lyberth, B., Jessen, A.A., &amp; Desportes, G. (2021). Local Seal or Imported Meat? Sustainability Evaluation of Food Choices in Greenland, Based on Life Cycle Assessment. <em>Foods<\/em>, 10(6):1194. <a href=\"https:\/\/doi.org\/10.3390\/foods10061194\"><u>https:\/\/doi.org\/10.3390\/foods10061194<\/u><\/a><\/p><p>[2] Shahidi, F., &amp; Synowiecki, J. (1996). Seal meat: A unique source of muscle food for health and nutrition. <em>Food Reviews International<\/em>, 12(3), 283\u2013302. <a href=\"https:\/\/doi.org\/10.1080\/87559129609541082\"><u>https:\/\/doi.org\/10.1080\/87559129609541082<\/u><\/a><\/p><p>[3] Geraci, J., &amp; Smith, T. (1979). Vitamin C in the Diet of Inuit Hunters From Holman, N.W.T. <em>Arctic<\/em>,\u00a0<em>32<\/em>(2), 135-139. <a href=\"https:\/\/doi.org\/10.14430\/arctic2611\"><u>https:\/\/doi.org\/10.14430\/arctic2611<\/u><\/a><\/p><p><span style=\"text-decoration: underline;\">Rekreasjon<\/span><\/p><p>[1] O\u2019Connor, S., Campbell, R., Cortez, H., &amp; Knowles, T. (2009).<em>\u00a0Whale Watching Worldwide: tourism numbers, expenditures and expanding economic benefits\u00a0<\/em>(Special report from the International Fund for Animal Welfare). Yarmouth, USA.\u00a0<a href=\"https:\/\/www.cms.int\/sites\/default\/files\/document\/BackgroundPaper_Aus_WhaleWatchingWorldwide_0.pdf\"><u>https:\/\/www.cms.int\/sites\/default\/files\/document\/BackgroundPaper_Aus_WhaleWatchingWorldwide_0.pdf<\/u><\/a><\/p><p>[2] Marine Mammal Commission (n.d.).\u00a0<em>The Value of Marine Mammals.<\/em>\u00a0<a href=\"https:\/\/www.mmc.gov\/priority-topics\/value-marine-mammals\/\"><u>https:\/\/www.mmc.gov\/priority-topics\/value-marine-mammals\/<\/u><\/a><\/p><p>[3] Cottam, B. (2023).\u00a0<em>Gone wild: is wildlife tourism out of control?<\/em>. Geographical.\u00a0<a href=\"https:\/\/geographical.co.uk\/wildlife\/is-wildlife-tourism-out-of-control\"><u>https:\/\/geographical.co.uk\/wildlife\/is-wildlife-tourism-out-of-control<\/u><\/a><\/p><p>[4] Jimenez, M. P., DeVille, N. V., Elliott, E. G., Schiff, J. E., Wilt, G. E., Hart, J. E., &amp; James, P. (2021). Associations between nature exposure and health: a review of the evidence.\u00a0<em>International journal of environmental research and public health<\/em>,\u00a0<strong><em>18<\/em><\/strong>(9), 4790.\u00a0<a href=\"https:\/\/doi.org\/10.3390\/ijerph18094790\"><u>https:\/\/doi.org\/10.3390\/ijerph18094790<\/u><\/a><\/p><p>[5] Vert, C. (2020).\u00a0<em>Health Benefits of Blue Spaces During a Pandemic.<\/em>\u00a0IS Global.<a href=\"https:\/\/www.isglobal.org\/en\/healthisglobal\/-\/custom-blog-portlet\/espacios-azules-beneficios-para-la-salud-en-tiempos-de-pandemia\/6008023\/0#:~:text=The%20findings%20showed%20that%20regular,mood%2C%20vitality%20and%20mental%20health.&amp;text=Benefits%20associated%20with%20mental%20health,health%20impacts%20of%20blue%20spaces\"><u>https:\/\/www.isglobal.org\/en\/healthisglobal\/-\/custom-blog-portlet\/espacios-azules-beneficios-para-la-salud-en-tiempos-de-pandemia\/<\/u><\/a><\/p><h4><b>Interessenter<\/b><\/h4><p><u>Forbrukere<\/u><\/p><p>[1] Robards, M. D., &amp; Reeves, R. R. (2011). The global extent and character of marine mammal consumption by humans: 1970\u20132009.\u00a0<em>Biological Conservation<\/em>, 144(12), 2770-2786.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.biocon.2011.07.034\"><u>https:\/\/doi.org\/10.1016\/j.biocon.2011.07.034<\/u><\/a><\/p><p>[2] Attitudes to Whaling: Norway 2019. A survey commissioned on behalf of: Animal Welfare Institute, Cetacean Society International, Humane Society International, NOAH: For Dyrs Rettigheter, OceanCare, Pro Wildlife, and WDC, Whale and Dolphin Conservation.\u00a0<a href=\"https:\/\/uk.whales.org\/wp-content\/uploads\/sites\/6\/2019\/10\/norway-whaling-whalemeat-attitudes-survey-2019.pdf\"><u>https:\/\/uk.whales.org\/wp-content\/uploads\/sites\/6\/2019\/10\/norway-whaling-whalemeat-attitudes-survey-2019.pdf<\/u><\/a><\/p><p>[3] Egeland, G. M., Pacey, A., Cao, Z. &amp; Sobol, I. (2010). Food Insecurity among Inuit preschoolers: Nunavut Inuit Child Health Survey, 2007-2008.\u00a0<em>Canadian Medical Association Journal<\/em>. 182(3): 243-248.\u00a0<a href=\"https:\/\/doi.org\/10.1503\/cmaj.091297\"><u>https:\/\/doi.org\/10.1503\/cmaj.091297<\/u><\/a><\/p><p>[4] Food and Agriculture Organization. The right to food.\u00a0<a href=\"https:\/\/www.fao.org\/right-to-food\/background\/en\/\"><u>https:\/\/www.fao.org\/right-to-food\/background\/en\/<\/u><\/a><\/p><p>[5] Young-Powell, A. (2022, March 28). \u2018Meet us, don\u2019t eat us\u2019: Iceland turns from whale eaters to whale watchers. The Guardian.\u00a0<a href=\"https:\/\/www.theguardian.com\/environment\/2022\/mar\/28\/meet-us-dont-eat-us-how-iceland-is-turning-tourists-from-whale-eaters-to-whale-watchers\"><u>https:\/\/www.theguardian.com\/environment\/2022\/mar\/28\/meet-us-dont-eat-us-how-iceland-is-turning-tourists-from-whale-eaters-to-whale-watchers<\/u><\/a><\/p><p>[6] NAMMCO 2017. Marine Mammals: A multifaceted Resource. (Revised version from August 2021).\u00a0<a href=\"https:\/\/nammco.no\/wp-content\/uploads\/2021\/08\/marine-mammals-a-multifaceted-resource_rev0821.pdf\"><u>https:\/\/nammco.no\/wp-content\/uploads\/2021\/08\/marine-mammals-a-multifaceted-resource_rev0821.pdf<\/u><\/a><\/p><p><span style=\"text-decoration: underline;\">Hval- og selobservat\u00f8rer<\/span><\/p><p>[1] O\u2019Connor, S., Campbell, R., Cortez, H., &amp; Knowles, T. (2009).<em>\u00a0Whale Watching Worldwide: tourism numbers, expenditures and expanding economic benefits\u00a0<\/em>(Special report from the International Fund for Animal Welfare). Yarmouth, USA.\u00a0<a href=\"https:\/\/www.cms.int\/sites\/default\/files\/document\/BackgroundPaper_Aus_WhaleWatchingWorldwide_0.pdf\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/www.cms.int\/sites\/default\/files\/document\/BackgroundPaper_Aus_WhaleWatchingWorldwide_0.pdf<\/u><\/a><\/p><p>[2] Koetje, J. (2020).\u00a0<em>Whale watching \u2013 A win-win for the economy and the whales in Massachusetts<\/em>. National Marine Sanctuaries.\u00a0<a href=\"https:\/\/sanctuaries.noaa.gov\/news\/dec20\/whale-watching-in-stellwagen-bank.html#:~:text=A%20recent%20study%20revealed%20that,can%20be%20an%20unforgettable%20experience\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/sanctuaries.noaa.gov\/news\/dec20\/whale-watching-in-stellwagen-bank.html#:~:text=A%20recent%20study%20revealed%20that,can%20be%20an%20unforgettable%20experience<\/u><\/a><\/p><p>[3] Su\u00e1rez-Rojas, C., Hern\u00e1ndez, M. M. G., &amp; Le\u00f3n, C. J. (2023). Sustainability in whale-watching: A literature review and future research directions based on regenerative tourism.\u00a0<em>Tourism Management Perspectives<\/em>,<i>\u00a0<strong>47<\/strong>,<\/i>\u00a0101120.\u00a0<a href=\"https:\/\/doi.org\/10.1016\/j.tmp.2023.101120\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.1016\/j.tmp.2023.101120<\/u><\/a><\/p><p>[4] Bejder, L., &amp; Samuels, A. (2003). Evaluating the effects of nature-based tourism on cetaceans. In\u00a0 N. Gales, M. Hindell, &amp; R. Kirkwood (Eds.),\u00a0<em>Marine mammals: Fisheries, tourism and management issues (<\/em>pp. 229-256). CSIRO Publishing.<\/p><p>[5] Zeppel, H. (2008). Education and conservation benefits of marine wildlife tours: Developing free-choice learning experiences.\u00a0<em>The journal of environmental education<\/em>,\u00a0<em>39<\/em>(3), 3-18.\u00a0<a href=\"https:\/\/doi.org\/10.3200\/JOEE.39.3.3-18\" target=\"_blank\" rel=\"noopener\"><u>https:\/\/doi.org\/10.3200\/JOEE.39.3.3-18<\/u><\/a><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>L\u00e6rerveiledning Download Teacher&#8217;s Guide F\u00f8r du begynner\u2026 F\u00f8r du begynner \u00e5 bruke GUARDNAs l\u00e6rerveiledning, b\u00f8r du lese gjennom disse tipsene: I PDF-versjonen av denne veiledningen er ord som er uthevet i bl\u00e5tt, forklart i ordlisten bakerst i dokumentet. P\u00e5 nettsiden er disse ordene understreket med en stiplet linje. N\u00e5r du klikker p\u00e5 dem, f\u00e5r du [&hellip;]<\/p>\n","protected":false},"author":5,"featured_media":0,"parent":14473,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-14471","page","type-page","status-publish","hentry"],"featured_image_src":null,"featured_image_src_square":null,"_links":{"self":[{"href":"https:\/\/guardna-educ.com\/no\/wp-json\/wp\/v2\/pages\/14471","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/guardna-educ.com\/no\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/guardna-educ.com\/no\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/guardna-educ.com\/no\/wp-json\/wp\/v2\/users\/5"}],"replies":[{"embeddable":true,"href":"https:\/\/guardna-educ.com\/no\/wp-json\/wp\/v2\/comments?post=14471"}],"version-history":[{"count":0,"href":"https:\/\/guardna-educ.com\/no\/wp-json\/wp\/v2\/pages\/14471\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/guardna-educ.com\/no\/wp-json\/wp\/v2\/pages\/14473"}],"wp:attachment":[{"href":"https:\/\/guardna-educ.com\/no\/wp-json\/wp\/v2\/media?parent=14471"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}