{"id":6715,"date":"2021-02-23T11:35:06","date_gmt":"2021-02-23T10:35:06","guid":{"rendered":"https:\/\/steamerproject.eu\/grain\/1-2\/"},"modified":"2021-03-11T15:40:15","modified_gmt":"2021-03-11T14:40:15","slug":"1-2","status":"publish","type":"grain","link":"https:\/\/steamerproject.eu\/lv\/nodarb\u012bba\/1-2\/","title":{"rendered":"Izlau\u0161an\u0101s istabu piel\u0101go\u0161ana atbilsto\u0161I dal\u012bbnieku vecumam, izcelsmes un m\u0101c\u012bbu \u012bpatn\u012bb\u0101m – 1. Noda\u013ca 2. Nodarb\u012bba"},"content":{"rendered":"\n

Modulis par\u0101d\u012bs izgl\u012bt\u012bbas izlau\u0161an\u0101s istabas izstr\u0101d\u0101\u0161anu no pa\u0161a s\u0101kuma.<\/p>\n\n

Izgl\u012bt\u012bbas izlau\u0161an\u0101s istabas koncepcija ietver sev\u012b kop\u012bga m\u0113r\u0137a sasnieg\u0161anu, k\u0101 ar\u012b nepiecie\u0161am\u012bbu sadarboties, lai atrisin\u0101tu probl\u0113mas un sasniegtu \u0161o m\u0113r\u0137i konkr\u0113t\u0101 laika posm\u0101. Izgl\u012bt\u012bbas jom\u0101 soci\u0101lie konstrukt\u012bvisti aizst\u0101v to, lai izgl\u012btojamie zin\u0101\u0161anas veidotu, sadarbojoties sav\u0101 starp\u0101. Balstoties uz soci\u0101lo konstrukt\u012bvismu, skolot\u0101ji izmanto izlau\u0161an\u0101s istabas, lai stimul\u0113tu komandas vai sadarb\u012bbas m\u0101c\u012b\u0161anos (Fotaris & Mastoras, 2019; Hermanns et al., 2017). Ieg\u016btais izgl\u012bt\u012bbas izlau\u0161an\u0101s istabu dizaina krit\u0113rijs ir nodro\u0161in\u0101t komandas dal\u012bbnieku akt\u012bvu l\u012bdzdal\u012bbu<\/strong>.<\/p>\n\n

K\u0101 m\u0113s varam aprakst\u012bt izgl\u012bt\u012bbas izlau\u0161an\u0101s istabu dizaina zi\u0146\u0101? K\u0101di ir elementi, kas mums b\u016btu j\u0101dom\u0101, j\u0101att\u012bsta un j\u0101saska\u0146o viens ar otru, lai rad\u012btu efekt\u012bvu un saisto\u0161u, uz sp\u0113l\u0113m balst\u012btu m\u0101c\u012bbu pieredzi? (Clarke, Peel, Arnab, Morini, Keegan & Wood, 2017).<\/p>\n\n

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Dal\u012bbnieki<\/strong><\/h3>\n\n

Pied\u0101v\u0101t\u0101 ietvara pirmais solis prasa skolot\u0101jiem analiz\u0113t savus skol\u0113nus un izveidot vajadz\u012bbu mini-anal\u012bzi par to, uz ko sp\u0113les pieredzei vajadz\u0113tu tiekties. M\u0113r\u0137a grupas anal\u012bzes veik\u0161ana pirms cita satura izstr\u0101des tiek uzskat\u012bta par visp\u0101rpie\u0146emtu strat\u0113\u0123iju liel\u0101kaj\u0101 da\u013c\u0101 izgl\u012bt\u012bbas sist\u0113mu. Turpinot posmu procesu no Trans Disciplinary Methodology by Arnab & Clarke metodolo\u0123ijas, Dal\u012bbnieku noda\u013ca ir sadal\u012bta piec\u0101s da\u013c\u0101s, kuras pedagogiem j\u0101\u0146em v\u0113r\u0101, veidojot izgl\u012bt\u012bbas izlau\u0161an\u0101s istabas.<\/p>\n\n

Turpinot \u0161o soli, skolot\u0101jiem j\u0101sniedz pamatinform\u0101cija par lietot\u0101ju tipiem, kuri mijiedarbosies ar pied\u0101v\u0101to sp\u0113li un k\u0101 r\u012bkoties ar n\u0101kamajiem izstr\u0101des so\u013ciem.<\/p>\n\n

Lietot\u0101ju Tipi<\/strong><\/h3>\n\n

Viens procesa solis ir noteikt m\u0113r\u0137a dal\u012bbnieku vecumu, sp\u0113jas, m\u0101c\u012b\u0161an\u0101s stilus un visp\u0101r\u0113ju interesi par izlau\u0161an\u0101s istabas iesp\u0113jam\u0101m t\u0113m\u0101m. Lai g\u016btu labumu no pieredzes, dal\u012bbniekiem j\u0101b\u016bt piln\u012bb\u0101 iesaist\u012btiem un v\u0113r\u012bgiem, t\u0101p\u0113c izstr\u0101des proces\u0101 ir \u013coti svar\u012bgi iev\u0113rot dal\u012bbnieku intereses un apzin\u0101ties visus iesp\u0113jamos ierobe\u017eojumus. Ir svar\u012bgi at\u0161\u0137irt \u0161\u012bs grupas m\u0101c\u012bbu stilu veidus un m\u0113\u0123in\u0101t iek\u013caut m\u012bklas, kas atspogu\u013co \u0161os m\u0101c\u012bbu stilus.<\/p>\n\n

Izgl\u012btojamo Anal\u012bze<\/strong><\/h3>\n\n

K\u0101 skolot\u0101jam, jums vienm\u0113r vajadz\u0113tu veikt izgl\u012btojamo anal\u012bzi pirms j\u016bsu kursa \/ pasnieg\u0161anas uzs\u0101k\u0161anas, k\u0101 ar\u012b pirms izlau\u0161an\u0101s istabu izstr\u0101d\u0101\u0161anas. Pirms s\u0101kt pl\u0101not efekt\u012bvu m\u0101c\u012bbu vidi, jums j\u0101zina pietiekami daudz par saviem izgl\u012btojamajiem, lai r\u016bp\u012bgi apsv\u0113rtu, k\u0101 vi\u0146us vislab\u0101k iepaz\u012bstin\u0101t ar saturu un sp\u0113tu iesaist\u012bt proces\u0101. Izprotot da\u017e\u0101das j\u016bsu izgl\u012btojamo \u012bpa\u0161\u012bbas uz iez\u012bmes, pal\u012bdz\u0113s jums izstr\u0101d\u0101t izlau\u0161an\u0101s istabas, kas vislab\u0101k atbilst vi\u0146u vajadz\u012bbu spektram.<\/p>\n\n

Izgl\u012btojamo anal\u012bze ir m\u0113r\u0137a izgl\u012btojamo izpratne, k\u0101 ar\u012b iepriek\u0161\u0113ja izpratne par to, ko vi\u0146i var paveikt. Anal\u012bze var ietvert inform\u0101cijas v\u0101k\u0161anu no da\u017e\u0101diem avotiem, piem\u0113ram, veicot intervijas, nov\u0113rojumus, p\u0101rskatot jau eso\u0161os materi\u0101lus, k\u0101 ar\u012b veicot da\u017e\u0101das aptaujas.<\/p>\n\n

Izgl\u012btojamo anal\u012bze ir process, kur\u0101 tiek identific\u0113ta j\u016bsu auditorija; vi\u0146u demogr\u0101fija, priek\u0161zin\u0101\u0161anas, fiziolo\u0123isk\u0101s, emocion\u0101l\u0101s un soci\u0101l\u0101s vajadz\u012bbas. Katra no \u0161\u012bm jom\u0101m ietekm\u0113s j\u016bsu l\u0113mumus par izlau\u0161an\u0101s istabu izveidi un ietekm\u0113s m\u0101c\u012bbu metodes un strat\u0113\u0123ijas.<\/p>\n\n

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\u0160is ir vizu\u0101ls att\u0113lojums da\u017e\u0101du izgl\u012btojamo raksturojumu tipu, kuri m\u0101c\u012bbu dizainerim b\u016btu j\u0101\u0146em v\u0113r\u0101, veicot izgl\u012btojamo anal\u012bzi, Darcy Janzen,2016-03-25<\/p>\n\n

Demogr\u0101fiskie apsv\u0113rumi<\/strong><\/h3>\n\n

S\u0101kot ar visp\u0101r\u0113jas demogr\u0101fisk\u0101s inform\u0101cijas apguvi par saviem izgl\u012btojamajiem, diezgan \u0101tri var veidot j\u016bsu dizaina strat\u0113\u0123iju. Zinot studentu skaitu, vi\u0146u vecumu, studentu \u0123eogr\u0101fisko atra\u0161an\u0101s vietu, kult\u016bras \u012bpatn\u012bbas un vi\u0146u soci\u0101lekonomisko st\u0101vokli, par\u0101d\u012bs, k\u0101das m\u0101c\u012bbu tehnolo\u0123ijas varat ieviest, k\u0101dus resursus pied\u0101v\u0101jat, pedago\u0123isk\u0101s izv\u0113les iesp\u0113jas, k\u0101 ar\u012b m\u0101c\u012bbu un sazi\u0146as metodes. Zem\u0101k redzamaj\u0101 diagramm\u0101 sniegti demogr\u0101fiski apsv\u0113rumi, kurus m\u0101c\u012bbu pedagogiem j\u0101cen\u0161\u0101s atrast anal\u012bzes proces\u0101.<\/p>\n\n

\"\"<\/figure>\n

\u0160is ir izgl\u012btojamo \u012bpa\u0161\u012bbu veidu vizu\u0101ls att\u0113lojums, kurus m\u0101c\u012bbu dizainerim b\u016btu j\u0101\u0146em v\u0113r\u0101, veicot izgl\u012btojamo anal\u012bzi attiec\u012bb\u0101 uz izgl\u012btojamo demogr\u0101fiskiem apsv\u0113rumiem, Darcy Janzen, 1 April 2016<\/p>\n\n

Kategorija<\/strong><\/td>Iedarb\u012bba<\/strong><\/td><\/tr>
Skaits & Veids<\/td>Nodarb\u012bbu aktivit\u0101tes (diskusijas, darbs grup\u0101s utt.) ir struktur\u0113tas t\u0101, lai t\u0101s atbilstu klases lielumam. Komunik\u0101cijas strukt\u016bra \u013cauj nodro\u0161in\u0101t atbilsto\u0161u atsauksmes un izgl\u012btojamo atbalstu.<\/td><\/tr>
Vecums & Dzimums<\/td>Valodai un piem\u0113riem\/scen\u0101rijiem vajadz\u0113tu atbilst vecuma grup\u0101m.<\/td><\/tr>
Kult\u016bra<\/td>Saturam vajadz\u0113tu b\u016bt atspogu\u013cotam t\u0101d\u0101 veid\u0101, lai sve\u0161zemju valodu run\u0101t\u0101jiem b\u016btu iesp\u0113ja piek\u013c\u016bt r\u012bkiem to apskatei (ierakst\u012btas lekcijas, kas var b\u016bt apst\u0101din\u0101tas un skat\u012btas veir\u0101kas reizes). Kult\u016bras uzskati par studentu \/ studentu un studentu \/ skolot\u0101ju lom\u0101m var ietekm\u0113t mijiedarb\u012bbu un komunik\u0101ciju.<\/td><\/tr>
Profesijas & Soci\u0101lekonomisk\u0101 darb\u012bba<\/td>Nodro\u0161in\u0101t resursus iek\u0101rt\u0101m un laboratorij\u0101m.<\/td><\/tr>
\u0122eogr\u0101fiskais<\/td>Studentu atra\u0161an\u0101s vieta var ietekm\u0113t mijiedarb\u012bbu, sp\u0113ju piedal\u012bties tie\u0161saistes san\u0101ksm\u0113s un grupu darb\u0101.<\/td><\/tr><\/tbody><\/table><\/figure>\n

Kognit\u012bv\u0101s un iepriek\u0161\u0113j\u0101s zin\u0101\u0161anas<\/strong><\/h3>\n\n

Ir \u0101rk\u0101rt\u012bgi noder\u012bgi saprast, cik daudz zin\u0101\u0161anu un prasmju j\u016bsu izgl\u012btojamiem jau ir, non\u0101kot m\u0101c\u012bbu vid\u0113. Kognit\u012bvo un iepriek\u0161\u0113jo zin\u0101\u0161anu dati, kurus j\u016bs iev\u0101cat par saviem izgl\u012btojamajiem, veicot apm\u0101c\u0101mo anal\u012bzes procesu, pal\u012bdz\u0113s jums pie\u0146emt efekt\u012bvus l\u0113mumus par to, k\u0101d\u0101 veid\u0101 s\u0101kt tos apm\u0101c\u012bt (no pa\u0161a s\u0101kuma vai pielietot vair\u0101k sare\u017e\u0123\u012btas un att\u012bst\u012btas koncepcijas), k\u0101da veida aktivit\u0101tes b\u016btu vair\u0101k noz\u012bm\u012bgas un interesantas, k\u0101 ar\u012b to, cik liels atbalsts (tehnolo\u0123ija, izp\u0113te utt.) j\u0101iek\u013cauj. Palielinoties pieredzei, veicot izgl\u012btojamo anal\u012bzi, j\u016bs atrad\u012bsiet pla\u0161u raksturlielumu kl\u0101stu, kas j\u0101\u0146em v\u0113r\u0101, un tas ietekm\u0113s j\u016bsu dizaina izv\u0113li.<\/p>\n\n

\"\"<\/figure>\n

\u0160is ir izgl\u012btojamo \u012bpa\u0161\u012bbu veidu vizu\u0101ls att\u0113lojums, kurus m\u0101c\u012bbu dizainerim b\u016btu j\u0101\u0146em v\u0113r\u0101, veicot izgl\u012btojamo anal\u012bzi saist\u012bb\u0101 ar Kognit\u012bv\u0101m un Iepriek\u0161\u0113j\u0101m zin\u0101\u0161an\u0101m, Darcy Janzen, 4 April 2016<\/p>\n\n

Kategorija<\/strong><\/td>Iedarb\u012bba<\/strong><\/td><\/tr>
Izgl\u012bt\u012bbas l\u012bmenis<\/td>Kursa saturs sakr\u012bt ar izgl\u012btojamo meistar\u012bbas l\u012bmeni. Izgl\u012btojamiem var b\u016bt l\u012bdz\u012bgas prasm\u0113m un pieredze, kas var \u013caut \u012bstenot re\u0101las probl\u0113mas risin\u0101\u0161anas aktivit\u0101tes un sadarb\u012bbas grupas projektus.<\/td><\/tr>
Nepiecie\u0161am\u0101s prasmes<\/td>Iek\u013caujiet papildu resursus \/ instrukcijas, ja izgl\u012btojamie neatbilst priek\u0161noteikumu prasm\u0113m.<\/td><\/tr>
M\u0101c\u012b\u0161an\u0101s stili<\/td>Izstr\u0101d\u0101 instrukcijas, lai skol\u0113ni var\u0113tu akt\u012bvi iesaist\u012bties (akt\u012bv\u0101 m\u0101c\u012b\u0161an\u0101s, uz probl\u0113mu \/ izzi\u0146u balst\u012btas m\u0101c\u012bbu aktivit\u0101tes utt.) \nNodro\u0161iniet vair\u0101ku satura prezent\u0101cijas veidus (vizu\u0101lu, tekstu\u0101lu, dzirdes). Aktivit\u0101t\u0113m \/ atbalsta materi\u0101lam j\u0101atbilst neatkar\u012bgu \/ atkar\u012bgu izgl\u012btojamo vajadz\u012bb\u0101m. \n<\/td><\/tr>
Tehnolo\u0123ijas prasmes<\/td>Nodro\u0161iniet tehnolo\u0123iju atbalstu vai prasmju att\u012bst\u012bbu, lai skol\u0113ns non\u0101ktu vajadz\u012bgaj\u0101 prasmju l\u012bmen\u012b. Sadarbojieties ar viet\u0113j\u0101m vai tie\u0161saistes pal\u012bdz\u012bbas atbalsta sist\u0113m\u0101m. Izveidojiet nepiecie\u0161amo r\u012bku apm\u0101c\u012bbas.<\/td><\/tr>
M\u0101c\u012b\u0161an\u0101s trauc\u0113jumi<\/td>Sadarbojieties ar Trauc\u0113jumu Dienestiem, lai nodro\u0161in\u0101tu, ka tiek apmierin\u0101tas izgl\u012btojamo vajadz\u012bbas. \nNodro\u0161iniet pieejamu saturu, piel\u0101gojiet vai nodro\u0161iniet alternat\u012bvas darb\u012bbas, lai apmierin\u0101tu lietot\u0101ju vajadz\u012bbas.<\/td><\/tr><\/tbody><\/table><\/figure>\n

Fiziolo\u0123iskie apsv\u0113rumi<\/strong><\/h3>\n\n

Izpratne par fizisk\u0101m probl\u0113m\u0101m, ar kur\u0101m saskaras j\u016bsu izgl\u012btojamie, ir \u013coti svar\u012bga, lai izveidotu m\u0101c\u012bbu vidi, kas atbalsta \u0161\u012bs vajadz\u012bbas. Parasti, skolot\u0101ji var neiev\u0113rot \/ palaist gar\u0101m sl\u0113pt\u0101s probl\u0113mas, ar kur\u0101m saskaras izgl\u012btojamie. Studentu fiziolo\u0123isko vajadz\u012bbu \u0146em\u0161ana v\u0113r\u0101 ietekm\u0113s ar\u012b izv\u0113li par veikto darb\u012bbu veidiem, satura izkl\u0101stu, k\u0101 ar\u012b piek\u013cuvi studentu pakalpojumiem.<\/p>\n\n

\"\"<\/figure>\n

\u0160is ir izgl\u012btojamo \u012bpa\u0161\u012bbu veidu vizu\u0101ls att\u0113lojums, kurus m\u0101c\u012bbu dizainerim b\u016btu j\u0101\u0146em v\u0113r\u0101 veicot izgl\u012btojamo anal\u012bzi, saist\u012bb\u0101 ar Fiziolo\u0123iskiem apsv\u0113rumiem, Darcy Janzen, 4 April 2016<\/p>\n\n

Kategorija<\/strong><\/td>Iedarb\u012bba<\/strong><\/td><\/tr>
Emocion\u0101lit\u0101te<\/td>Saskaroties ar problem\u0101tisk\u0101m situ\u0101cij\u0101m, izgl\u012btojamie parasti rea\u0123\u0113s p\u0113c vi\u0146u pieredzes vai dabisk\u0101m tieksm\u0113m. Dizaina sastatnes prezent\u0101cijas un aktivit\u0101tes, lai veicin\u0101tu dzi\u013cu koncepciju apstr\u0101di.<\/td><\/tr>
Visp\u0101r\u0113j\u0101 vesel\u012bba<\/td>Ja netiek apmierin\u0101tas izgl\u012btojamo pamatvajadz\u012bbas, tas var negat\u012bvi ietekm\u0113t to motiv\u0101ciju un iesaist\u012b\u0161anos. Ja iesp\u0113jams, nodro\u0161iniet elast\u012bbu kursu aktivit\u0101t\u0113s; izveidot atbalsto\u0161u un nomierino\u0161u vidi. Veidojiet m\u0101c\u012bbu atbalsta kopienu. <\/td><\/tr>
Vides<\/td>Vajadz\u0113tu \u012bstenot modifik\u0101cijas, pamatojoties uz izgl\u012btojamo vajadz\u012bb\u0101m un jut\u012bgumu. Iesp\u0113jams, b\u016bs j\u0101piel\u0101go nepiecie\u0161amais ska\u0146as, video un ekr\u0101na ilgums.<\/td><\/tr>
Fiziski trauc\u0113jumi<\/td>Sadarbojieties ar Trauc\u0113jumu Dienestiem, lai nodro\u0161in\u0101tu, ka tiek apmierin\u0101tas izgl\u012btojamo vajadz\u012bbas. \nNodro\u0161in\u0101t pieejamu saturu; vajadz\u012bbas gad\u012bjum\u0101 pievienojiet studentiem papildu atbalstu. Piel\u0101gojiet vai nodro\u0161iniet alternat\u012bvas darb\u012bbas, lai piel\u0101gotos lietot\u0101ju vajadz\u012bb\u0101m.<\/td><\/tr><\/tbody><\/table><\/figure>\n

Affekt\u012bvie \/ Soci\u0101lie apsv\u0113rumi<\/strong><\/h3>\n\n

Zin\u0101\u0161anas par izgl\u012btojamo afekt\u012bv\u0101m \/ soci\u0101l\u0101m \u012bpa\u0161\u012bb\u0101m, var pal\u012bdz\u0113t skolot\u0101ju darbam. Tie var ietvert studenta pa\u0161t\u0113lu, pag\u0101tnes pieredzi, kas veido studenta priek\u0161statu par m\u0101c\u012bb\u0101m, un citus apsv\u0113rumus, kas uzskait\u012bti zem\u0101k. Tie ietekm\u0113 motiv\u0101cijas elementus, kurus izv\u0113laties iek\u013caut, lai atbalst\u012btu studentus.<\/p>\n\n

\"\"<\/figure>\n

\u0160is ir izgl\u012btojamo \u012bpa\u0161\u012bbu veidu vizu\u0101ls att\u0113lojums, kurus m\u0101c\u012bbu dizainerim b\u016btu j\u0101\u0146em v\u0113r\u0101, veicot izgl\u012btojamo anal\u012bzi saist\u012bb\u0101 ar Affekt\u012bviem \/ Soci\u0101liem apsv\u0113rumiem, Darcy Janzen, 4 April 2016<\/p>\n\n

Kategorija<\/strong><\/td>Iedarb\u012bba<\/strong><\/td><\/tr>
Attieksme pret kursu<\/td>Nor\u0101d\u012bjumiem j\u0101b\u016bt skaidriem un atbalsto\u0161iem, j\u0101stiprina pozit\u012bvismu un j\u0101samazina negat\u012bv\u0101 uztvere un aizspriedumi.<\/td><\/tr>
Motiv\u0101cijas l\u012bmenis<\/td>Struktur\u0113jiet darb\u012bbas, kas interes\u0113s izgl\u012btojamos. Padariet saturu atbilsto\u0161u un par\u0101diet l\u012bdzdal\u012bbas un iesaist\u012b\u0161an\u0101s v\u0113rt\u012bbu. Atbalsts (atsauksmes, pamudin\u0101jumi utt.) vis\u0101 kurs\u0101 ir j\u0101organiz\u0113, lai uztur\u0113tu soci\u0101lo kl\u0101tb\u016btni.<\/td><\/tr>
Attieksme pret sevi<\/td>Nodro\u0161iniet laika \/ stresa p\u0101rvald\u012bbas atbalsta resursus trauksmes mazin\u0101\u0161anai. Sadaliet aktivit\u0101tes, lai izgl\u012btojamie netiek p\u0101rslogoti. P\u0101rliecin\u0101ti izgl\u012btojamie ir j\u0101iesaista un j\u0101uztur to motiv\u0101cija. Nosakiet apm\u0101c\u0101m\u0101 l\u012bme\u0146a kontroli p\u0101r aktivit\u0101t\u0113m un saturu.<\/td><\/tr>
Attiec\u012bbas<\/td>Izstr\u0101d\u0101jiet instrukcijas, lai skol\u0113ni akt\u012bvi iesaist\u012btos (akt\u012bv\u0101 m\u0101c\u012b\u0161an\u0101s, uz probl\u0113mu \/ izzi\u0146u balst\u012btas m\u0101c\u012bbu aktivit\u0101tes utt.) Nodro\u0161iniet daudzveid\u012bgu satura prezent\u0101cijas veidus (vizu\u0101lu, tekstu\u0101lu, dzirdes). Darb\u012bb\u0101m \/ atbalstam vajadz\u0113tu piev\u0113rsties neatkar\u012bgu \/ atkar\u012bgu izgl\u012btojamo vajadz\u012bb\u0101m.<\/td><\/tr>
Intereses<\/td>Izstr\u0101d\u0101jiet mijiedarb\u012bbas un aktivit\u0101tes, kas atbilst izgl\u012btojamo interes\u0113m. Interese ir j\u0101saglab\u0101 visa kursa garum\u0101, uzr\u0101dot jaunus izaicin\u0101jumus un iesp\u0113jas izgl\u012btojamajiem iesaist\u012bties jaunos veidos.<\/td><\/tr><\/tbody><\/table><\/figure>\n

Tagad, kad j\u016bs izprotat \u0161os j\u0113dzienus, varat tos pielietot praks\u0113 un lab\u0101k sagatavoties savas izlau\u0161an\u0101s istabas izveidei.<\/p>\n","protected":false},"featured_media":0,"template":"","gender":[],"steam":[],"acf":[],"_links":{"self":[{"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/grain\/6715"}],"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=6715"}],"wp:term":[{"taxonomy":"gender","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/gender?post=6715"},{"taxonomy":"steam","embeddable":true,"href":"https:\/\/steamerproject.eu\/lv\/wp-json\/wp\/v2\/steam?post=6715"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}