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BNELIT - Datenbank zu Bildung für nachhaltige Entwicklung: wissenschaftliche Literatur und Materialien
Bildung für nachhaltige Entwicklung: wiss. Literatur und Materialien (BNELIT)
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1. Aufsatz in Zeitschrift
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Hauptsachtitel:
How We Came to Inhabit These Spaces
Untertitel/Zusätze:
Reflections on the Role of Place in Our Individual and Collective Journeys as Emerging Sustainability Scholars
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
11
Themenschwerpunkt:
Place and Resilience in Sustainability Education
Erscheinungsjahr:
Kurzinfo:
Abstract: This paper provides a descriptive analysis of the experience of four doctoral students engaged in a collective project of place exploration at a midsize Canadian university. Under the methodological tradition of self-study, we contextualize concepts of place attachment and decolonization in order to investigate what it means to be interdisciplinary scholars of sustainability. We use storytelling and mobile discussion methods, alongside visual and mapping methods to disentangle our experiences and analyses of place, mobility, land, and scholarship. This reflective piece demonstrates that collaborative forms of scholarship such as this require deliberate moves toward community creation and place attachment within institutions of higher education. Through a process of collaborative investigation and writing, we have created spaces of caring academic scholarship rather than engaging in competitive and hierarchical university culture.
Original-Quelle (URL):
Datum des Zugriffs:
09.03.2018
2. Aufsatz in Zeitschrift
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Hauptsachtitel:
The effectiveness of environmental education for sustainable development based on active teaching and learning at high school level - a case study from Puducherry and Cuddalore regions, India.
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
7
Themenschwerpunkt:
The International Mix.
Erscheinungsjahr:
Kurzinfo:
Abstract: India is challenged by the nexus of environmental degradation and economic growth amidst the paradoxical coexistence of poverty and affluence in their multifarious dimensions. These challenges are directly linked with the conservation and maintenance of the life supporting systems such as land, water, air, and biological diversity. The major causes of environmental degradation are population growth, industrialisation, changes in consumption patterns, and poverty threatening the dynamic equilibrium that could exist between people and ecosystems. In an effort to address these issues, environmental education for sustainable development (EESD) is emerging as an important approach to encourage students to conserve and protect the natural environment in their schools and in their neighbourhoods. The main Objectives of this research were to foster the acquisition and transfer of the necessary knowledge, skills, attitudes and behaviour with reference to the protection of the environment and sustainable development in selected high schools in the union territory of Puducherry region and Cuddalore district of Tamil Nadu. We have chosen urban schools from urban areas are more vulnerable to environmental impacts. The four schools were selected to represent the diversity of high schools and students in Puducherry and Tamil Nadu regions. A total of 240 students were selected from four schools, of which 60 students from each four school were selected based on their interest, motivation and commitment. The selected students were divided into two groups of which thirty students were in experimental and remaining thirty kept in control groups for each school. The experimental group students were implemented with an innovative curriculum on environmental education for sustainable development (EESD). There was a significant statistical difference between the overall pre and post test impacts on the level of environmental knowledge, behaviour, attitudes, and skills of the students from both the groups. In the post test result, the experimental group students scored significantly higher knowledge, attitudes, skills and behaviour on air, water, biodiversity conservation and solid waste management than the students who were exposed to the traditional teaching methods with existing curriculum. It may be concluded that the active teaching learning approach is more effective in facilitating environmental education for sustainable development among school children.
Original-Quelle (URL):
Datum des Zugriffs:
16.03.2018
3. Aufsatz in Zeitschrift
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Hauptsachtitel:
A Sustainable Peace
Untertitel/Zusätze:
From Militarized Borders to Transnational Resource Collaboration
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
3
Themenschwerpunkt:
The Geography of Sustainabilty
Erscheinungsjahr:
Kurzinfo:
In a very cohesive and convincing argument, Randall Amster asks us to look at the other side of the well-worn coin that links environmental degradation and resource despoliation to conflict and war. Instead, argues Amster, conflict zones have been shown to be appropriate sites for the creation of peace parks and other similar initiatives, where they can be turned into regions of enhanced sustainability—in every sense of the word, including environmental, social, and economic.
4. Aufsatz in Zeitschrift
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Hauptsachtitel:
The Accidental Sustainability Agent
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
4
Themenschwerpunkt:
A Smorgasbord of Sustainability
Erscheinungsjahr:
Kurzinfo:
Abstract: While a number of universities across the nation have sustainability education programs, land grant universities and their Cooperative Extension departments are in a particularly advantageous position to foster sustainability education. At the University of Arizona (UA), this is being accomplished through its Cooperative Extension cadre of education programs in agriculture; youth development; natural resources; horticulture; family, consumer and health sciences; and community and economic development. A working group within UA Cooperative Extension has been tasked with evaluating the reach of sustainability concepts while developing opportunities for its faculty to further integrate sustainability education into its programs, such as through student externships. Preliminary evaluation results indicate that Extension′s programs positively embody the concepts of sustainability without creating the need for new, deliberate programming around sustainability education.
Original-Quelle (URL):
Datum des Zugriffs:
23.03.2017
5. Aufsatz in Zeitschrift
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Hauptsachtitel:
Cultivating Intimacy with the Natural World
Untertitel/Zusätze:
College Students′ Care, Connection, and Regeneration in an Agriculture-focused Humanities Course
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
9
Themenschwerpunkt:
Sustainability: What′s Love Got to Do with It?
Erscheinungsjahr:
Kurzinfo:
Abstract: To address solutions to environmental degradation in an authentic context, this qualitative research study examines college students′ responses to outdoor fieldwork in an agriculture-focused humanities course. Students′ responses to fieldwork on organic farms generated three integrated themes. Active care encompasses students′ actions of care for plants, people, and animals; intimate connection includes feelings of kinship with people, plants, land, farmer networks, and love of farming. Of particular interest is the third theme of regeneration, related to actions ensuring flourishing of future generations of humans and the natural world. The study raises questions about the need for significant curricular change in higher education to prepare students to respond effectively to climate unpredictabilities and environmental degradation.
Original-Quelle (URL):
Datum des Zugriffs:
14.03.2018
6. Aufsatz in Zeitschrift
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Hauptsachtitel:
″Don′t Step on the Ants!″
Untertitel/Zusätze:
Biomimetic Pedagogy for Sustainability in a Costa Rica Study Away Experience
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
11
Themenschwerpunkt:
Place and Resilience in Sustainability Education
Erscheinungsjahr:
Kurzinfo:
Abstract: This case example outlines a study away experience in Costa Rica focused around the Life Principles of Biomimicry for the purpose of stimulating connection with and affection for nature. Janine Benyus (1997), author or Biomimicry: Innovation Inspired by Nature, has long been cited for her declaration that affection is conservation′s linchpin. To address the tendency of some sustainability learning to propel learners into fear and despair, this learning experience was centered around positive solutions and emotional inspiration in nature. An outline of lesson plans, assignments, and activities all designed to foster affection for nature are outlined here for other educators who wish to foster the affective domain in sustainability learning.
Original-Quelle (URL):
Datum des Zugriffs:
09.03.2018
7. Aufsatz in Zeitschrift
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Hauptsachtitel:
A Case Study in Sustainability and Fashion Education
Untertitel/Zusätze:
Adventures on the Green
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
4
Themenschwerpunkt:
A Smorgasbord of Sustainability
Erscheinungsjahr:
Kurzinfo:
Abstract: The purpose of this qualitative case study was to examine the perceived impact of a fashion course that was reframed for sustainability using the education for sustainable development (ESD) framework. Specifically, the study explores the holistic integration of sustainability in a curriculum focused on the making and marketing of material products, a seemingly counterintuitive context. Data collection included student reflective writings, focus group interviews, and a reflexive research journal kept by the researcher. ESD manifested in the student experience to the greatest degree in learning and development outcomes related to sustainability literacy and working with others. Interestingly, outcomes related to sustainability literacy were overshadowed by a substantial leap in collaborative and cooperative capacity, according to students. Notably, this case demonstrates that when sustainability is approached as a creative exercise, students take little issue with the new paradigm. This study also demonstrates how skills associated with ESD may be integrated into a course without sacrifice of course content, significantly enhancing the learning and development experience. The outcomes experienced by learners and the role ESD played in these outcomes provides important context for the integration of sustainability in a field of study preoccupied with the bottom line.
Original-Quelle (URL):
Datum des Zugriffs:
23.03.2017
8. Aufsatz in Zeitschrift
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Hauptsachtitel:
Implementing Education for Sustainable Development
Untertitel/Zusätze:
The Potential use of Time-Honored Pedagogical Practice from the Progressive Era of Education
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
2
Themenschwerpunkt:
Living and Learning Sustainability.
Erscheinungsjahr:
Kurzinfo:
Education for sustainable development (ESD), a UN initiative, is an emerging field and a movement advocating for a reorientation of education. Integration of ESD has been slow, especially in higher education. The most notable progress is marked by campus greening and research initiatives, while pedagogical innovation, the topic of this paper, has been much slower to develop. Reid (2002) posits that the implementation challenge may be complicated by ESD′s lack of concrete direction, however, the possibilities of adopting time-honored educational practices for this purpose as well as allowing ESD to extend educational practice is compelling. The purpose of this paper is to explore some of those time-honored educational practices which may be highly symbiotic to ESD′s intent, specifically, those characteristic of the Progressive Era of Education (PEE) in the 1930′s. It could be easily argued that ESD is simply a second chapter in PEE. More importantly, since the two movements embody great kinship, the pedagogical predilections of ESD may be better understood by exploring those of PEE; namely, constructivism, and especially dialectical constructivism; learning characterized by active engagement and social interaction. The following discussion first explores pedagogical theories and strategies associated with ESD and then correlates those with that of PEE. Finally, a repertoire of practical action using constructivist teaching methods that may be taken into the classroom to implement ESD is outlined.
Original-Quelle (URL):
Datum des Zugriffs:
05.04.2018
9. Aufsatz in Zeitschrift
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Hauptsachtitel:
Experience and Place-Making in Contested Forests
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
11
Themenschwerpunkt:
Place and Resilience in Sustainability Education
Erscheinungsjahr:
Kurzinfo:
Abstract: This piece examines narratives of place from diverse actors who engage with forests in the Yukon Territory, Canada. In examining personal stories of forest experience, I show how a single locality can be multiple places. In addition, this work focuses on the ways in which stories of experience are also expressions of legitimacy and belonging. What is shown are the varied mechanisms of engagement, the diverse places created, and the voices which are at once individual and influenced by a broader social context. As educators I argue we need to examine overlapping narratives of place. Through focusing on experience the intersecting nature of different localities becomes clear. As does the necessity to situate such narratives within their broader context, one within which experience is a key aspect of determining the legitimacy of land-use voices.
Original-Quelle (URL):
Datum des Zugriffs:
09.03.2018
10. Aufsatz in Zeitschrift
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Hauptsachtitel:
The Digital Divide in Kentucky
Untertitel/Zusätze:
Is Rural Online Learning Sustainable?
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
2
Themenschwerpunkt:
Living and Learning Sustainability.
Erscheinungsjahr:
Kurzinfo:
This paper describes the perceived condition of access to high-speed Internet for many rural Kentuckians, and reflects on the experience of attempting to bring broadband Internet accessibility to a rural area in Kentucky. This experience is not unlike rural areas in other states however, as numerous stories were discovered over an 8-year period. The general problem for rural areas is explained and potential solutions examined. One such alternative often touted as the ultimate solution for rural residents is satellite Internet access. Data collected over a 4-year period using two of the most popular satellite providers is presented with an analysis of performance based upon speed and price. The results of this study raise doubt as to the sustainability of affordable and quality online education opportunities.
Original-Quelle (URL):
Datum des Zugriffs:
05.04.2018
11. Aufsatz in Zeitschrift
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Hauptsachtitel:
Creating a Learning Organization to Promote Sustainable Water Resources Management in Ethiopia
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
3
Themenschwerpunkt:
The Geography of Sustainabilty
Erscheinungsjahr:
Kurzinfo:
Partnerships between universities have the tantalizing possibility of providing fresh pathways to more sustainable societies. Institutions in sub-Saharan Africa are new players in this emerging development paradigm, but arguably are most in need of building capacity to address fragile and dynamic environmental and social conditions after decades of underinvestment in higher education. This paper documents the early stages of an Ethiopia-United States partnership to build capacity in institutions of higher education in Ethiopia in the critical area of sustainable water resource management that was funded by the United States Agency for International Development (USAID) and Higher Education for Development (HED). We explain how the concept of sustainability was interwoven with theories about learning organizations, supplemented by in-depth dialogue with stakeholders to assess existing capacity and future needs, and used to inform a strategic plan. The literature highlighted the need for a learning organization: a place where people continuously expand their ability to generate the results they truly desire, where innovative and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together. In 2011, the partnership established the Ethiopian Institute for Water Resources (EIWR) with the vision that it will become a key innovator in sustainable water resources management in Ethiopia by integrating education, research, outreach and training. One important observation so far is that in order to create a more substantive engagement than was realized in the ″technology transfer″ policies that shaped past North-South relationships, partnerships need to be authentic and characterized by open dialogue, mutual respect, and shared learning. Another is that the opportunities for fieldwork in Ethiopia′s complex social and physical landscapes also have enormous potential to create deep and learning experiences for other students of sustainability, thereby building capacity not just in Ethiopia but across multiple geographies.
Original-Quelle (URL):
Datum des Zugriffs:
04.04.2018
12. Aufsatz in Zeitschrift
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Hauptsachtitel:
Enabling energy conservation through effective decision aids
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
8
Themenschwerpunkt:
Energy Education
Erscheinungsjahr:
Kurzinfo:
Why don′t people adopt energy efficient appliances and curtail their behaviors to decrease energy use? People may not know which behaviors are truly effective and may be insufficiently motivated to change their behaviors. We focus on one area of this problem by first analyzing existing decision aids, tools available to help users make effective decisions. We explore EPA′s Energy Star program, DoE′s EERE calculators, and LBNL′s Home Energy Saver tool. We highlight their strengths and limitations and propose a framework to expand the functionality and uptake of the information through such aids. We suggest improvements along two broad areas. One area concerns the analytic capabilities and the information content of the decision aid, which focuses on (1) multiple goals and constraints, (2) hidden costs, and (3) heterogeneity in user characteristics. The other pertains to the framing so that users can easily process information through decision architecture by limiting choice overload and incorporating smart default options.
Original-Quelle (URL):
Datum des Zugriffs:
15.03.2018
13. Aufsatz in Zeitschrift
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Hauptsachtitel:
Teaching Life-Cycle Assessment with Sustainable Minds©-
Untertitel/Zusätze:
A Discussion with Examples of Student Projects
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
7
Themenschwerpunkt:
The International Mix.
Erscheinungsjahr:
Kurzinfo:
Abstract: This study explores the overall health of the ecosystem at Glen Stewart Ravine in Toronto by the caring high school teenagers. Care for their ecological habitat reminds one of an ancient First Nation′s proverb: ′We do not inherit the Earth from our ancestors but borrow it from our children′. These high school girls were exploring their neighbourhood environment to exhibit social care and joy for the love of student- motivated Scientific Investigative Project -SIP (Ayyavoo, 2013).

Teenage school girls from the inner city care about their immediate environment and acknowledge the interconnectedness of flora and fauna (including plants, animal and humans). The ′hands-on and minds-on′ challenge inspires students to observe and study their natural habitat in depth to show care to sustain their neighbourhood ecosystem. The adage, ′we borrow it from our children′, inspires these high school girls to use their scientific strategies to collect a series of biological and chemical test data from their environment. The biological test involved sifting a large net through the running ravine water to classifying the collected macroinvertebrates, while the chemical tests involved measuring the pH level of the ravine in addition to its turbidity levels, oxygen levels, and temperature. The data analysis depicts the health of the ravine, for the moment, at a passable grade. However, in order to maintain this positive state, Glen Stewart Ravine needs to be frequently monitored as new shops and businesses sprout in the nearby surrounding area. The findings of this study may be useful in providing more public awareness on environmental sustainability, care and a community oneness to preserve the ecosystem for the future generation.
Original-Quelle (URL):
Datum des Zugriffs:
15.03.2018
14. Aufsatz in Zeitschrift
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Hauptsachtitel:
Urban Sprawl
Untertitel/Zusätze:
Definitions, Data, Methods of Measurement, and Environmental Consequences
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
7
Themenschwerpunkt:
The International Mix.
Erscheinungsjahr:
Kurzinfo:
Abstract: Like sprawl itself, writing about sprawl is scattered in a vast multidisciplinary literature. In this paper we provide a map of what is increasingly known about urban sprawl in emerging literature. This review of progress includes four main parts—definition, data, methods of measurement, and environmental consequences of urban sprawl. The focus of this literature review is to determine whether the aforementioned parts are elements of a connected system in which progress in any one part reflects in others, thereby enhancing knowledge of urban sprawl′s environmental consequences through a cross-fertilization with progress in how sprawl is defined, data are used, and phenomena are measured. We conclude with a discussion of areas of further research that surmounts the shortcomings of a disconnected, epistemic (knowledge) system of definitions, data, and methods, and points toward an explanation of urban sprawl′s environmental consequences. The implications for the education of urban sustainability are noted.
Original-Quelle (URL):
Datum des Zugriffs:
15.03.2018
15. Aufsatz in Zeitschrift
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Hauptsachtitel:
Cities and Regions
Untertitel/Zusätze:
The Urban Sustainability, Planning, Pedagogy, and Technology Nexus
Zeitschriftenausgabe (-> Ref.Nr):
Zeitschrift/Zeitung:
Journal of Sustainability Education
Z-Heftnummer/-bez.:
5
Themenschwerpunkt:
Experiential Education, Part Two.
Erscheinungsjahr:
Kurzinfo:
Abstract: Two developing strands of a multidisciplinary literature provided an impetus for this paper: 1) the emergence of new regionalism, new urbanism, and smart codes that inform urban planning and design principles and practices for environmental sustainability, and 2) the diffusion of telecommunication and multi-media technologies that facilitate implementation of pedagogic principles in the ″classroom.″ The emerging urban planning and design paradigms anchor environmental sustainability issues firmly in place and space with an emphasis on the physical form of cities and regions, which, due to induced vehicular travel, is linked to greenhouse gases with consequences for climate change. Innovations that enhance learning in the classroom or the community increasingly embed and diffuse telecommunication and multimedia technologies. The intersections of urban sustainability, planning, pedagogy, and technology are briefly reviewed in this paper. It turns out that urban planning and design paradigms—particularly those with an emphasis on systemic knowledge, holistic views of both the natural and built environments, collaboration, communication, and reflective practice—synergize with environmental sustainability goals. Furthermore, these very features are ingredients for effective education for urban sustainability, particularly in conjunction with advanced telecommunication and multimedia technologies.
Original-Quelle (URL):
Datum des Zugriffs:
19.03.2018


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