{"id":6662,"date":"2021-02-23T10:36:12","date_gmt":"2021-02-23T09:36:12","guid":{"rendered":"https:\/\/steamerproject.eu\/grain\/3-11\/"},"modified":"2021-03-11T15:54:01","modified_gmt":"2021-03-11T14:54:01","slug":"3-11","status":"publish","type":"grain","link":"https:\/\/steamerproject.eu\/lv\/nodarb\u012bba\/3-11\/","title":{"rendered":"Teorija par st\u0101st\u012bjuma izveidi – 3. Noda\u013ca 11. Nodarb\u012bba"},"content":{"rendered":"\n

Teorija par st\u0101st\u012bjuma izveidi <\/strong><\/h2>\n\n

Defin\u0113sim si\u017eetu. Si\u017eets ir dramatisku notikumu sec\u012bba, kas iekaro las\u012bt\u0101ju un uztur vi\u0146a interesi par st\u0101stu. Ac\u012bmredzot, lai izveidotu efekt\u012bvu si\u017eetu, nav viena noteikuma, kas der\u0113tu visiem.<\/p>\n\n

Rakstnieks D. Buzzati intervijas laik\u0101 pazi\u0146oja: “Mana liel\u0101k\u0101 v\u0113lme ir nesalauzt las\u012bt\u0101ja dv\u0113seli” (Roncoroni, 1989). Citiem v\u0101rdiem sakot, katram autoram j\u0101cen\u0161as rad\u012bt un p\u0101rvald\u012bt spriedzi, lai las\u012bt\u0101jam neb\u016btu garlaic\u012bgi, bet vi\u0146\u0161 var\u0113tu nep\u0101rtraukti atrast stimulu. <\/p>\n\n

Pirmais solis, lai izveidotu si\u017eetu, ir veidot si\u017eeta l\u012bniju, kas ir virkne notikumu, kas sak\u0101rtoti hronolo\u0123isk\u0101 sec\u012bb\u0101. Turpinot iepriek\u0161\u0113jo piem\u0113ru:<\/p>\n\n

\u201cDivi z\u0113ni, kuriem ir probl\u0113mas ar matem\u0101tiku, skolas zi\u0146ojumu d\u0113l\u012b atrod skolot\u0101ja kontaktu, kur\u0161 sniedz priv\u0101tstundas un norun\u0101 laiku. Vi\u0146i dodas uz vi\u0146a m\u0101ju un konstat\u0113, ka tas ir diezgan d\u012bvaini. Nodarb\u012bba norit diezgan norm\u0101li un dr\u012bz beigsies. Profesors l\u016bdz at\u013cauju doties prom uz da\u017e\u0101m min\u016bt\u0113m un atst\u0101j b\u0113rnus veikt vingrin\u0101jumu. Z\u0113ni pabeidz vingrin\u0101jumu, bet profesors ir pazudis. Vi\u0146i m\u0113\u0123ina izk\u013c\u016bt no m\u0101jas, bet durvis ir aizsl\u0113gtas ar piekaramo atsl\u0113gu. Vi\u0146i atkl\u0101j virkni nor\u0101\u017eu, kas saist\u012btas ar matem\u0101tiskiem pier\u0101d\u012bjumiem, kas galu gal\u0101 \u013cauj atv\u0113rt sl\u0113dzeni. \u0100rpus durv\u012bm vi\u0146i atrod profesoru \u201d.<\/p>\n\n

Mums ir sava veida zi\u0146ojums, nav spriedzes, jo t\u0101 ir tikai notikumu p\u0113ctec\u012bba. Ir nepiecie\u0161ams p\u0101rk\u0101rtot st\u0101stu, mainot ar\u012b hronolo\u0123isko sec\u012bbu atbilsto\u0161i nepiecie\u0161am\u012bbai rad\u012bt spriedzi. Svar\u012bgi ir koncentr\u0113t uzman\u012bbu uz se\u0161u st\u0101st\u012bjuma momentu izstr\u0101di:<\/p>\n\n

Ievads<\/strong><\/h3>\n\n

Mums st\u0101st\u012bjum\u0101 j\u0101iek\u013cauj las\u012bt\u0101ji, nodro\u0161inot vi\u0146iem visus elementus, kas nepiecie\u0161ami st\u0101sta izpratnei:<\/p>\n\n

  • varonis, <\/strong><\/li>
  • s\u0101kuma st\u0101voklis, <\/strong><\/li>
  • s\u0101kotn\u0113jais konteksts. <\/strong><\/li><\/ul>\n

    M\u0113s iesak\u0101m izvair\u012bties no gariem ievadiem. Las\u012bt\u0101jiem parasti pat\u012bk nekav\u0113joties <\/strong>iesaist\u012bties darb\u012bb\u0101<\/strong>, iegremd\u0113ties st\u0101st\u0101, kas vi\u0146us intri\u0123\u0113, aizrauj, uzreiz aizrauj<\/strong>. Nav nepiecie\u0161ams p\u0101rsp\u012bl\u0113t aprakstus. <\/p>\n\n

    Pietiks ar raksturojumu, kas sast\u0101v no da\u017eiem, bet labi izv\u0113l\u0113tiem fiziskiem un emocion\u0101liem elementiem. <\/strong>T\u0101d\u0113j\u0101di m\u0113s atst\u0101sim vietu las\u012bt\u0101ja izt\u0113lei. Piem\u0113ram, m\u016bsu st\u0101sts var\u0113tu s\u0101kties \u0161\u0101d\u0101 veid\u0101:<\/p>\n\n

    \u201cTomass un Makss bija m\u0113\u0123in\u0101ju\u0161i dot j\u0113gu \u0161ai integr\u0101\u013cu probl\u0113mai. “Es joproj\u0101m dom\u0101ju, ka \u0161\u012bs lietas ir piln\u012bgi bezj\u0113dz\u012bgas. Mums nav vajadz\u012bgi \u0161ie matem\u0101tikas atk\u0101rtojumi! Mums tikai j\u0101p\u0101rliecina Ter\u0113ze, lai vi\u0146a mums dotu paveikto p\u0101rbaudi! K\u0101 ir ar \u0161o profesoru Morisu? Vi\u0146\u0161 ir patie\u0161\u0101m d\u012bvains!” Sac\u012bja Makss.<\/p>\n\n

    “Galvenok\u0101rt, kur vi\u0146\u0161 ir aizg\u0101jis? Es gribu izk\u013c\u016bt no \u0161ejienes.<\/p>\n\n

    Tev taisn\u012bba, nebija laba ideja atbild\u0113t uz vi\u0146a sludin\u0101jumu “Toms atbild\u0113ja, skat\u012bdamies pa lielaj\u0101m istabas durv\u012bm, lai iel\u016br\u0113tu koridor\u0101.<\/p>\n\n

    Dz\u012bvokl\u012b vald\u012bja klusums. Tikai vecais pulkstenis pie sienas visu laiku kaitino\u0161i skait\u012bja laiku. <\/p>\n\n

    \u0100rk\u0101rt\u0113js notikums <\/strong><\/h3>\n\n

    Neparasts notikums izjauc galven\u0101 varo\u0146a ikdienas dz\u012bvi<\/strong>. \u0160\u012b ir st\u0101sta b\u016bt\u012bba un atbilst faktoram, kas rada spriedzes kulmin\u0101ciju: tas ir iemesls, k\u0101p\u0113c m\u0113s sagaid\u0101m, ka las\u012bt\u0101js joproj\u0101m aizraut\u012bgi seko tam, ko m\u0113s rakst\u0101m. Pas\u0101kuma veids noteiks ar\u012b liter\u0101ro \u017eanru (piem\u0113ram, piedz\u012bvojums, trilleris, fant\u0101zija utt.).<\/p>\n\n

    NB. Lai veicin\u0101tu identifik\u0101ciju, m\u0113s vienm\u0113r cen\u0161amies rad\u012bt situ\u0101ciju, kas nodibina zin\u0101mu saikni ar las\u012bt\u0101ju.<\/p>\n\n

    Sekas<\/strong><\/h3>\n\n

    \u0100rk\u0101rtas notikums dezorient\u0113 un izjauc galven\u0101 varo\u0146a l\u012bdzsvaru<\/strong>, vi\u0146\u0161 dom\u0101, ka vi\u0146\u0161 saskaras ar kaut ko daudz liel\u0101ku par vi\u0146u pa\u0161u, ko ac\u012bmredzami neuzvaramu. Autoram j\u0101uzsver bezizejas situ\u0101cijas p\u0101rvar\u0113\u0161anas gr\u016bt\u012bbas un vienlaikus ar\u012b nepiecie\u0161am\u012bba r\u012bkoties. Tam vajadz\u0113tu pamudin\u0101t las\u012bt\u0101ju v\u0113rsties pie varo\u0146a<\/strong>, sakot: \u201cKo tu gaidi? Rea\u0123\u0113! Tev ir iesp\u0113ja! Ja es b\u016btu tu, es dar\u012btu \u0161\u0101di… Nu ta\u010du!” \u012apa\u0161i tad, ja m\u0113s tais\u0101mies rakst\u012bt ar m\u0113r\u0137i k\u0101du izgl\u012btot, \u0161is solis k\u013c\u016bst iz\u0161\u0137iro\u0161s – ar t\u0101 starpniec\u012bbu m\u0113s izrais\u0101m las\u012bt\u0101j\u0101 Aicin\u0101jumu R\u012bkoties: ko j\u016bs dar\u012btu, ja j\u016bs b\u016btu galvenais varonis? Ir iesp\u0113jams kaut ko main\u012bt – k\u0101 j\u016bs iztur\u0113tos?<\/p>\n\n

    Reakcijas<\/strong><\/h3>\n\n

    P\u0101rcietis \u0101rk\u0101rtas notikuma sekas, galvenais varonis nolemj rea\u0123\u0113t un atrod sp\u0113ku <\/strong>m\u0113\u0123in\u0101t atkal atjaunot l\u012bdzsvaru. Varonis var izmantot intelektu, prasmes, drosmi un gribassp\u0113ku. Tie\u0161i \u0161is aspekts \u013cauj las\u012bt\u0101jam viegl\u0101k identific\u0113ties ar galveno varoni, liekot just l\u012bdzi vi\u0146a ce\u013cam<\/strong> un priec\u0101ties par pan\u0101kumiem. Ir daudz t\u0101du st\u0101stu piem\u0113ru, kur v\u0101rg\u0101kai personai izdodas izb\u0113gt no ne\u0113rt\u0101s situ\u0101cijas, noticot sav\u0101m sp\u0113j\u0101m (piem\u0113ram, D\u017e. K. Roulingas Harijs Poters).<\/p>\n\n

    \u0160is solis var b\u016bt \u013coti svar\u012bgs, veidojot pozit\u012bvus atdarin\u0101\u0161anas piem\u0113rus <\/strong>un \u013caujot autoram par\u0101d\u012bt sp\u0113ju g\u016bt pan\u0101kumus, pa\u013caujoties uz sav\u0101m sp\u0113j\u0101m.<\/p>\n\n

    Risin\u0101jums<\/strong><\/h3>\n\n

    Pien\u0101cis laiks, kad varonim j\u0101atrod izeja no labirinta<\/strong>, kur\u0101 vi\u0146\u0161 ir pazaud\u0113jis sevi, un j\u0101atjauno l\u012bdzsvars, kas \u013caus vi\u0146am atgriezties l\u012bdz\u0161in\u0113j\u0101 dz\u012bv\u0113 ar pavisam cit\u0101m perspekt\u012bv\u0101m. Protams, varonim p\u0113c piedz\u012bvojuma piedz\u012bvo\u0161anas b\u016bs paredz\u0113ta cita un lab\u0101ka eksistence.<\/strong><\/p>\n\n

    Atskats<\/strong><\/h3>\n\n

    \u0160is solis ir \u013coti svar\u012bgs, jo tas \u013cauj autoram preciz\u0113t st\u0101sta v\u0113st\u012bjumu<\/strong>, veidojot tiltu starp varo\u0146a pag\u0101tni un n\u0101kotni.<\/p>\n\n

    Visbeidzot, ne maz\u0101k svar\u012bgi ir atrast pareizo nosaukumu<\/strong>, kas nedr\u012bkst b\u016bt p\u0101r\u0101k gar\u0161, bet ir valdzino\u0161s un ori\u0123in\u0101ls. Praktisks veids, k\u0101 to var\u0113tu dar\u012bt, ir s\u0101kt no pirmajiem v\u0101rdiem, kas ien\u0101k pr\u0101t\u0101, un sp\u0113l\u0113ties, mekl\u0113jot sinon\u012bmus vai anton\u012bmus, l\u012bdz non\u0101kat pie kaut k\u0101 ori\u0123in\u0101l\u0101ka un negaid\u012bt\u0101ka! Sinon\u012bmu un anton\u012bmu v\u0101rdn\u012bca var pal\u012bdz\u0113t!<\/p>\n\n

    Varo\u0146a ce\u013cojums <\/strong><\/h3>\n\n

    L\u012bdz\u012bgi scen\u0101rists C. Voglers defin\u0113ja sh\u0113mu “Varo\u0146a ce\u013cojums”, kas identific\u0113 prec\u012bzi defin\u0113tu st\u0101st\u012bjuma strukt\u016bru<\/strong>, kuras pamat\u0101 ir 12 pamatposmi, kurus varonis veic ce\u013cojuma laik\u0101. Voglers identific\u0113 virkni funkcion\u0113jo\u0161u lomu, t\u0101 sauktos arhetipus, kas ir kl\u0101teso\u0161i vis\u0101 st\u0101st\u012bjuma sh\u0113m\u0101. <\/p>\n\n

    Starp galvenaj\u0101m iz\u0161\u0137ir sekojo\u0161\u0101s lomas: <\/p>\n\n

    1. Varonis<\/strong>: protagonists, kas st\u0101st\u0101 mekl\u0113 sevi vai cen\u0161as sasniegt k\u0101du m\u0113r\u0137i. <\/li>
    2. Mentor<\/strong>: pavadonis, kas pal\u012bdz varonim vi\u0146a ce\u013c\u0101.the guide who helps the hero on his journey. Varonim \u0161\u012b persona sav\u0101 veid\u0101 p\u0101rst\u0101v zemapzi\u0146u, kas noder vi\u0146a motiv\u0113\u0161anai.<\/li>
    3. V\u0101rtu sargs: <\/strong>tas, kur\u0161 p\u0101rbauda varo\u0146a \u012bpa\u0161\u012bbas, liekot vi\u0146am p\u0101rbaud\u012bjumus, test\u0113jot vi\u0146a gribu t\u0101s pier\u0101d\u012bt.<\/li>
    4. Pal\u012bgs<\/strong>: sekund\u0101ra loma, kas pal\u012bdz galvenajam varonim vi\u0146a ce\u013cojum\u0101.<\/li>
    5. Burvju priek\u0161meti<\/strong>: objekti vai lietas, kas varonim pal\u012bdz veikt vi\u0146a varo\u0146darbu.<\/li>
    6. Trauma<\/strong>: notikums, kas varonim ir p\u0101rbaud\u012bjums, no kura vi\u0146am j\u0101atkopjas. <\/li><\/ol>\n

      Graphic interpretation of the \u00ab\u00a0The hero\u2019s journey<\/em>\u00a0\u00bb, n.d.<\/em><\/p>\n\n

      Padomi labam st\u0101st\u012bjumam <\/strong><\/h2>\n\n

      Izp\u0113tiet savu mar\u0161rutu! <\/strong><\/h3>\n\n

      Ir tik daudz veidu, k\u0101 st\u0101stu virz\u012bt uz priek\u0161u. Raimonds Kveno gr\u0101mat\u0101 \u201cStila vingrin\u0101jumi\u201d (1983) pied\u0101v\u0101 \u013coti efekt\u012bvu piem\u0113ru attiec\u012bb\u0101m starp diskursa \u017eanriem un saturu. Gr\u0101mat\u0101 devi\u0146desmit devi\u0146\u0101s versij\u0101s ir p\u0101rformul\u0113ts st\u0101sts par v\u012brieti, kur\u0161 izk\u0101pj no autobusa un ir pazaud\u0113jis pogu no dr\u0113b\u0113m! Katrai versijai Kveno izmanto savdab\u012bgus instrumentus: \u017eanra, izteiksmes, stila izv\u0113li, sensoro aprakstu veidu izplat\u012bbu utt. Katra versija rada pavisam citu st\u0101stu.<\/p>\n\n

      \"\"<\/figure><\/div>\n\n

      From Queneau, R. (1983).\u00a0Exercises in style<\/em><\/p>\n\n

      P\u0101rsteigumi. Cik cie\u0161i m\u0113s bij\u0101m sapakoti uz \u0161\u012bs autobusu platformas! Un cik stulbi un smiekl\u012bgi izskat\u012bj\u0101s tas jauneklis! Un ko vi\u0146\u0161 dar\u012bja? Nu, ja vi\u0146\u0161 paties\u012bb\u0101 nem\u0113\u0123in\u0101ja uzs\u0101kt str\u012bdu ar puisi, kur\u0161 – t\u0101 vi\u0146\u0161 apgalvoja! jaunais \u0161vauksts! – turpin\u0101ja vi\u0146u stumt! Un tad vi\u0146\u0161 neatrada neko lab\u0101ku, ko dar\u012bt, nek\u0101 steigties un pa\u0137ert vietu, kas bija k\u013cuvusi br\u012bva! T\u0101 viet\u0101, lai to atst\u0101tu d\u0101mai! Divas stundas p\u0113c tam uzminiet, kuru es satiku Saint-Lazare \u0161autenes priek\u0161\u0101! To pa\u0161u smalko! Sa\u0146emot dr\u0113bnieka padomus! No drauga! J\u016bs nekad tam netic\u0113tu! \n \nMetaforiski. Dienas vid\u016b, m\u0113t\u0101joties starp ce\u013cojo\u0161o sard\u012b\u0146u baru koleopter\u0101 ar lielu baltu karapu, k\u0101da vista ar garu, bezspalvainu kaklu p\u0113k\u0161\u0146i uzrun\u0101ja vienu mieru iev\u0113rojo\u0161o no citu starpas, un t\u0101s runa, mitra no protesta, atkl\u0101j\u0101s \u0113ter\u0101. P\u0113c tam, tuk\u0161uma piesaist\u012bts, jaunais putn\u0113ns nolaid\u0101s turp. Dr\u016bm\u0101 pils\u0113tas tuksnes\u012b es to pa\u0161u redz\u0113ju taj\u0101 pa\u0161\u0101 dien\u0101, tuk\u0161ojot pazemojo\u0161o kausu, ko pied\u0101v\u0101 zemisk\u0101 poga. \n \nKveno mums m\u0101ca, ka to pa\u0161u saturu var apstr\u0101d\u0101t daudzos veidos<\/strong>. Mums ir j\u0101b\u016bt apdom\u012bgiem un j\u0101izv\u0113las stils, kas \u013cauj mums vislab\u0101k izpausties<\/strong>. Detekt\u012bvu st\u0101sta fanam b\u016bs j\u0101pa\u013caujas uz sav\u0101m zin\u0101\u0161an\u0101m par \u017eanru un savu baudu, radot mist\u0113rijas un m\u012bklainus varo\u0146us. V\u0113stures m\u012b\u013cot\u0101jam vajadz\u0113tu pavad\u012bt las\u012bt\u0101ju pag\u0101tnes laikmet\u0101, iesp\u0113jams, \u013caujot vi\u0146am atkl\u0101t to, ko skolas gr\u0101matas parasti nepasaka …<\/p>\n\n

      M\u0113s atceramies, ka katram \u017eanram ir savs st\u0101st\u012bjuma ritms un valoda, kurai j\u0101b\u016bt piem\u0113rotai, it k\u0101 t\u0101 b\u016btu m\u016bzika no filmas:<\/p>\n\n

      \u017durn\u0101la st\u0101sts<\/strong><\/td>Piedz\u012bvojumu st\u0101sts<\/strong><\/td>V\u0113sturisks st\u0101sts<\/strong><\/td>Zin\u0101tnisk\u0101s fantastika<\/strong><\/td>Detekt\u012bvs<\/strong><\/td><\/tr>
      Zin\u0101tniska, skaidra un sec\u012bga inform\u0101cija \nPast\u0101v\u012bgs temps \nS\u012bk\u0101ka inform\u0101cija un apraksti tiek sniegti bezpersoniski<\/td>Pav\u0113rsienu pilna aina \n\u0100trs temps, kodol\u012bgs un efekt\u012bvs apraksts, maz atk\u0101pju \nAug\u0161upejo\u0161s ce\u013c\u0161 un gala efekts<\/td>V\u0113stures fakti bag\u0101tina st\u0101stu \nStingr\u012bba un dokument\u0101l\u0101 konsekvence \n\u012asti vai ticami t\u0113li \nV\u0113sturiskais ekskurss, lai kontekstualiz\u0113tu v\u0113sturi \nSvar\u012bgas deta\u013cas \n<\/td>Zin\u0101tnisk\u0101 un ehnolo\u0123isk\u0101 att\u012bst\u012bba ir t\u0101sta centr\u0101 \nAtbilsto\u0161a terminolo\u0123ija \nAutora izgudrotie laiki un vietas, pasaule, kas j\u0101atkl\u0101j \nVaronis dodas \u0101rpus zin\u0101m\u0101 robe\u017e\u0101m<\/td>Nosl\u0113pums \nSpriedze \nInform\u0101cijas nor\u0101\u017eu ievieto\u0161anai ir prec\u012bza noz\u012bme las\u012bt\u0101ja virz\u012b\u0161anai \nLo\u0123ikas izmanto\u0161ana unik\u0101la un racion\u0101la risin\u0101juma mekl\u0113\u0161anai<\/td><\/tr><\/tbody><\/table><\/figure>\n

      Padom\u0101jiet, k\u0101 p\u0101rsteigt savu \u201cce\u013cabiedru\u201d, pieredzes dal\u012bbnieku <\/strong><\/h3>\n\n

      Rakst\u012b\u0161ana ir k\u0101 ce\u013cojums, kur\u0101 vienm\u0113r ir ko atkl\u0101t. T\u0101p\u0113c m\u016bsu pieejai vienm\u0113r j\u0101b\u016bt balst\u012btai uz gaid\u012bbas vai pagriezienu izveidi, kas padara ce\u013cu, kuru las\u012bt\u0101js veiks maz\u0101k line\u0101ru un ac\u012bmredzamu<\/strong>. T\u0101pat k\u0101 braucien\u0101, ir svar\u012bgs ne tikai galam\u0113r\u0137is, bet ar\u012b mar\u0161ruts, kuru m\u0113s iesak\u0101m sasniegtM\u0113s varam p\u0101rsteigt las\u012bt\u0101ju, izmantojot ironiju, paradoksu, spriedzi, bailes, jautr\u012bbu. Jebkur\u0101 gad\u012bjum\u0101 mums vienm\u0113r j\u0101b\u016bt ori\u0123in\u0101liem neatkar\u012bgi no t\u0101, k\u0101du zi\u0146ojumu m\u0113s pl\u0101nojam pazi\u0146ot<\/strong>. M\u0113s nekad neaizmirstam, ka m\u0113s nerun\u0101jam ar sevi, bet mums ir ce\u013cabiedrs: mums j\u0101atrod veids, k\u0101 vi\u0146u iesaist\u012bt, izmantojot jaut\u0101jumus, atkl\u0101tas p\u0101rdomas un klus\u0113\u0161anu.<\/p>\n\n

      M\u0113\u0123iniet Izteikt p\u0101rliec\u012bbu <\/strong><\/h3>\n\n

      St\u0101st\u012bt\u0101jam j\u0101b\u016bt p\u0101rliecin\u0101tam par savu izv\u0113li un j\u0101sp\u0113j uztvert las\u012bt\u0101ja uztic\u012bbu<\/strong>. \u0160aj\u0101 nol\u016bk\u0101 ir svar\u012bgi izvair\u012bties no nevajadz\u012bg\u0101m deta\u013c\u0101m, kas var b\u016bt garlaic\u012bgas un trauc\u0113jo\u0161as. Atk\u0101rtojumi m\u016bs paradoks\u0101l\u0101 k\u0101rt\u0101 var apz\u012bm\u0113t k\u0101 nedro\u0161us st\u0101st\u012bt\u0101jus: k\u0101da vajadz\u012bba atk\u0101rtoti apstiprin\u0101t to pa\u0161u j\u0113dzienu? Varb\u016bt m\u0113s neesam p\u0101rliecin\u0101ti, ka m\u0113s pareizi nodev\u0101m noz\u012bmi? Lab\u0101k m\u0113\u0123iniet to p\u0101rformul\u0113t, izmantojot atsl\u0113gv\u0101rdus un da\u017eus \u012bpa\u0161\u012bbas v\u0101rdus, kas pie\u0161\u0137ir pareizu kr\u0101su piesk\u0101rienu. Las\u012bt\u0101ji dod priek\u0161roku vi\u0146u stimul\u0113\u0161anai un vi\u0146iem ir sava telpa, lai vi\u0146i var\u0113tu br\u012bvi iedom\u0101ties.<\/p>\n\n

      Run\u0101jiet pareizaj\u0101 valod\u0101 <\/strong><\/h3>\n\n

      \u013baut rakstz\u012bm\u0113m mijiedarboties tikai ar netie\u0161u runu var b\u016bt apgr\u016btino\u0161a. M\u0113s iesak\u0101m \u013caut person\u0101\u017eiem sarun\u0101ties sav\u0101 starp\u0101<\/strong>, lai ieg\u016btu vienm\u0113r\u012bg\u0101ku un dinamisk\u0101ku st\u0101stu. Las\u012bt\u0101js v\u0113las dzird\u0113t varo\u0146u balsis, un vi\u0146u person\u012bba var b\u016bt interesant\u0101ka, kam\u0113r vi\u0146i run\u0101!<\/p>\n","protected":false},"featured_media":0,"template":"","gender":[],"steam":[],"acf":[],"_links":{"self":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain\/6662"}],"collection":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain"}],"about":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/types\/grain"}],"wp:attachment":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/media?parent=6662"}],"wp:term":[{"taxonomy":"gender","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/gender?post=6662"},{"taxonomy":"steam","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/steam?post=6662"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}