Elektrophoretische Untersuchungen zur Organspezifität der wasserlöslichen Proteine in der Ontogenese von Drohnen (Apis mellifera L.)

Organ specificity of water-soluble proteins during drone (Apis mellifera L.) ontogenesis. Using polyacrylamide gel electrophoresis (PAGE), 368 organ extracts of drones were investigated. The soluble proteins spectra were analyzed in separate organs from the different specimens at various ontogenetic stages (unsealed larvae, sealed larvae, white-eyed pupae, dark-eyed pupae and imago forms). The organs tested (heart, gut, testicle, mucus glands and eyes) were isolated by dissection, rinsed with distilled water, squashed in 0.1 M tris-phosphate buffer at pH 6.7, and left for extraction for 24 h at 4 $^\circ$C. Then the samples were centrifuged for 30 min at 900 g. For electrophoretic separation, a 7.5% polyacrylamide vertical gel (pH 8.9) was used, together with 3.3% concentrating gel at pH 6.7 and 0.05 M tris -0.2 M glycine electrode buffer, at pH 8.3. The soluble proteins were visualised with Commassie Brilliant Blue R 250. A total of 31 fractions of water-soluble proteins were found in the spectra of analyzed organs -22 in heart extract, 24 in extract of gut, 21 in extracts of testes, 20 - in extracts of mucus glands and 16 -in eye extracts (Tab. I). An organ and stage specificity in the appearance of soluble proteins during development of Apis mellifera drones could be shown. Organ specific bands were found in the reproductive organs: testis ((A and G) and mucus glands (A), as well as in the intestine (K, L and ZC) and the heart (ZA + ZE) (Figs. 1 and 2)

Self-Portrait in Visual Arts in Elementary School

Pieredzes darbā „Pašportrets vizuālajā mākslā pamatskolā” ir apkopota autora viena mācību gada laikā gūtā pieredze, nodrošinot vizuālās mākslas nodarbības un veidojot dažādas radošas mākslas aktivitātes par pašportretu tēmu. Pieredzes darba mērķis ir izzināt un apkopot radošus paņēmienus pašportreta uzdevumos vizuālās mākslas stundās pamatskolā. Viens no skolas uzdevumiem ir attīstīt skolēna izpratni par sevi, lai sagatavotu pieaugušā dzīvei. Veidojot pašportretu, skolēni tiek mudināti padomāt par savu fizisko izskatu, personību un interesēm. Tas var palīdzēt viņiem attīstīt stiprāku pašapziņu un pašcieņu, kas ir būtiski viņu identitātes attīstībai. Autore izstrādāja 11 dažādus pašportretu uzdevumus un praktiski realizēja tos 12 klasēs, vecumā no 2. līdz 9.klasei. Tika izvēlētas piemērotas mācību metodes, kā arī tika apkopoti un analizēti pedagoģiskajā izmēģinājumā iegūtie rezultāti. Pašportreti ir sena mākslas vēstures daļa, un iepazīšanās ar dažādiem māksliniekiem un viņu pašportretiem var palīdzēt skolēniem attīstīt dziļāku izpratni par kultūras un vēsturiskajiem aspektiem. Pielikumā ir iespējams apskatīt izveidoto mācību uzskates līdzekli par svarīgākajiem pašportretiem mākslas vēsturē pēc autores ieskatiem. Pašportreti var tikt veidoti jautrā un aizraujošā veidā, kas ļauj skolēniem izpaust savu radošumu un iztēli. Skolēni var eksperimentēt ar dažādām krāsām, materiāliem un stilu, lai izveidotu unikālu,sevišķu reprezentāciju par sevi. Pielikumā ir apskatāmi daži skolēnu veidoti darbi, kas veikti šī pedagoģiskā izmēģinājumā ietvaros.The experience based thesis “Self-portrait in visual art in elementary school’ summarizes author’s experience gained during one school year providing classes in visual art and creating different creative art activities on the topic of self-portraits. The aim of this work is to find out and summarize creative techniques in self-portrait tasks in visual art classes in elementary school. One of the tasks of the school is to develop student's self-understanding in order to prepare them for the grown up life. When creating a self-portrait, students are encouraged to think about their physical appearance, personality and interests. This can help them develop stronger self-confidence and selfesteem, which is important for their personal development. The author developed 11 different self-portrait tasks and practically implemented them in 12 class groups of different ages - from 2nd to 9th grade. Appropriate teaching methods were chosen, and the results of the pedagogical experiment were collected and analyzed. Self-portraits are an ancient part of art history, and learning about different artists and their selfportraits can help students develop a deeper understanding of cultural and historical aspects. In the appendix, it is possible to view created educational tool about the most important self-portraits in the history of art. Self-portraits can be created in a fun and exciting way that allows students to express their creativity and imagination. They can experiment with different colors, materials and styles for a unique representation of themselves. In the attachment, can be found some art works created by students as part of this experience work