Discipline in the secondary classroom: a positive approach to behavior management
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
San Francisco, Calif.
Jossey-Bass
2013
|
| Ausgabe: | 3. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXVI, 433 S. Ill. 1 DVD (12 cm) |
| ISBN: | 9781118450871 9781118640272 9781118640135 |
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| 100 | 1 | |a Sprick, Randall S. |e Verfasser |4 aut | |
| 245 | 1 | 0 | |a Discipline in the secondary classroom |b a positive approach to behavior management |c Randall S. Sprick, Ph.D. |
| 250 | |a 3. ed. | ||
| 264 | 1 | |a San Francisco, Calif. |b Jossey-Bass |c 2013 | |
| 300 | |a XXVI, 433 S. |b Ill. |e 1 DVD (12 cm) | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Classroom management | |
| 650 | 4 | |a High school students / Discipline | |
| 650 | 4 | |a Problem children / Discipline | |
| 650 | 0 | 7 | |a High school |0 (DE-588)4159840-4 |2 gnd |9 rswk-swf |
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Datensatz im Suchindex
| _version_ | 1804150397851402240 |
|---|---|
| adam_text | CONTENTS
THEAUTHOR VII
ACKNOWLEDGMENTS
VIII
HOWTOUSETHISBOOK
IX
DVDCONTENTS
XVIII
FOREWORD
BY
DONALD
D.DESHIER
XXIII
PREFACE
XXV
INTRODUCTION
1
SECTION
ONE:
STRUCTURE
YOUR
CLASSROOM
FOR
SUCCESS
5
CHAPTER1
VISION:UNDERSTAND
KEYCONCEPTS
ABOUTMANAGING
STUDENTBEHAVIOR
7
TASK
1:UNDERSTAND
THEBASICPRINCIPLES
OFBEHAVIOR
MODIFICATION
ANDYOURROLEINTHATPROCESS
8
TASK2:UNDERSTAND
MOTIVATION
ANDTHEVARIABLES
THAT
CANBE
MANIPULATED
TOINCREASE
IT
10
TASK3:DEVELOP
ANDIMPLEMENT
GUIDELINES
FORSUCCESS
15
TASK4:MAINTAIN
HIGHEXPECTATIONS
FORSTUDENTS
ACADEMIC
AND
BEHAVIORAL
PERFORMANCE
17
TASK5:INITIATE
ANDMAINTAIN
FAMILYCONTACTS
19
INITIAL
CONTACT
21
ONGOINGCONTACT
24
INCONCLUSION
25
CHAPTER
2
GRADINGANDINSTRUCTION:
DESIGN
INSTRUCTION
AND
EVALUATION
SYSTEMS
29
TASK1:DEVELOP
CLEARGOALSFOREACHCLASSYOUTEACH
30
XI
XII
CONTENTS
TASK2:DESIGN INSTRUCTION
ANDEVALUATION
PROCEDURES
THAT
CREATE
ACLEARRELATIONSHIP
BETWEEN
STUDENT
EFFORTAND
SUCCESS
33
TASK3:ESTABLISH
ASYSTEMTOPROVIDE
STUDENTS
FEEDBACK
ON
BEHAVIOR
ANDEFFORT;INCORPORATE
THISINTOYOURGRADING
SYSTEM
37
PLANNING
STEP1:ESTABLISHAGRADEPERCENTAGEFOR
CLASSROOMBEHAVIOROREFFORT
40
PLANNING
STEP2:DETERMINE
THEAPPROXIMATE
NUMBER
OF
TOTALPOINTSSTUDENTS
MAYEARNDURING
THETERM
41
PLANNING
STEP
3:
DETERMINE
THEAPPROXIMATE
NUMBER
OF
TOTALPOINTSBASEDONBEHAVIORANDEFFORT
42
PLANNING
STEP
4:
DESIGNANEFFICIENTSYSTEMFORMONITORING
ANDRECORDINGDAILYCLASSROOMBEHAVIORPOINTS
43
PLANNING
STEP5:DETERMINE
THEIMPACT
OFEXCUSEDAND
UNEXCUSEDABSENCESONYOURGRADINGOFBEHAVIOR
ANDEFFORT
46
PLANNING
STEP
6:
ASSIGN
WEEKLYPERFORMANCE
POINTSAND
PROVIDEFEEDBACKTOSTUDENTS
47
SUMMARY
OFBEHAVIORFEEDBACKWITHIN
GRADINGSYSTEMS
48
TASK4:DESIGN
PROCEDURES
FORSTUDENTS
TORECEIVEFEEDBACK
ON
EACHASPECTOFTHEIR
BEHAVIORAL
ANDACADEMIC
PERFORMANCE
ANDTOKNOWTHEIR
CURRENT
GRADES
49
TASK5:IMPLEMENT
EFFECTIVEINSTRUCTIONAL
PRACTICES
53
TEACHER SPRESENTATIONAL
STYLE
54
ACTIVELY
INVOLVING
STUDENTS
IN
LESSONS
54
ENSURINGHIGHRATESOFSTUDENT
SUCCESS
54
PROVIDINGSTUDENTS
WITHIMMEDIATE
PERFORMANCE
FEEDBACK
55
TASK6:PRESENT
DESIRED
TASKSTOYOURSTUDENTS
INAMANNER
THAT
WILLGENERATE
THEIR
ENTHUSIASM
55
INCONCLUSION
57
CHAPTER
3
ORGANIZATION:
PREPAREROUTINES
ANDPROCEDURES
63
TASK1:ARRANGE
THESCHEDULEOFACTIVITIESFOREACHCLASSPERIOD
TO
MAXIMIZE
INSTRUCTIONAL
TIMEANDRESPONSIBLE
BEHAVIOR
64
TASK2:ARRANGE
THEPHYSICALSPACEINYOURCLASSROOM
TO
PROMOTE
POSITIVE
STUDENT-TEACHER
INTERACTIONS
AND
REDUCE
DISRUPTION
68
TASK3:DECIDE
ONASIGNALYOUCANUSETOIMMEDIATELY
QUIET
YOURSTUDENTS
ANDGAINTHEIR
FULLATTENTION
74
TASK4:DESIGN
EFFICIENT,EFFECTIVEPROCEDURES
FORBEGINNING
AND
ENDING
THECLASSPERIOD
76
ENTERING
CLASS
77
OPENINGACTIVITIES
78
CONTENTS
MATERIALS 80
DEALINGWITHSTUDENTS
RETURNING
AFTERANABSENCE
ENDOFCLASSORPERIOD
82
DISMISSAL
83
TASK5:DESIGN
EFFECTIVE,EFFICIENTPROCEDURES
FORASSIGNING,
MONITORING,
ANDCOLLECTING
STUDENT
WORK
83
ASSIGNING
CLASSWORKANDHOMEWORK
84
COLLECTINGCOMPLETED
WORK
86
RETURNING
GRADEDWORK
TOSTUDENTS
87
LATEORMISSINGASSIGNMENTS
88
TASK6:MANAGE
INDEPENDENT
WORKPERIODS
89
INCONCLUSION
94
82
XIII
125
CHAPTER4
CLASSROOM
MANAGEMENT
PLAN:PLANTOENCOURAGE
RESPONSIBLE
BEHAVIORANDTORESPONDCONSISTENTLY
TO
STUDENTMISBEHAVIOR
101
TASK1:ADJUST
THESTRUCTURE
OFYOUR
MANAGEMENT
PLANBASEDON
YOURNEEDS
ANDTHENEEDS
OFYOUR
STUDENTS
102
CONSIDERYOURNEEDS
103
CONSIDERYOURSTUDENTS
NEEDS
105
IDENTIFY
THELEVELOFSTRUCTURE
YOUWILLUSE
108
TASK2:IDENTIFY
ANDPOSTTHREETOSIXCLASSROOM
RULESTHATWILL
BEUSEDASABASISFORPROVIDING
POSITIVE
ANDCORRECTIVE
FEEDBACK
109
TASK3:DEVELOPAPLANFORCORRECTING
EARLY-STAGE
MISBEHAVIORS
114
PROXIMITY
115
GENTLEVERBALREPRIMAND
116
DISCUSSION
116
FAMILY
CONTACT
116
HUMOR
118
RESTITUTION
118
CONCLUSION
118
TASK4:DEVELOP
CONSEQUENCES
FORRULEVIOLATIONS
119
LOSSOFPOINT
122
TIMEOWED
122
TIME-OUT
123
RESTITUTION
124
DETENTION
124
DEMERITS
124
OFFICEREFERRAL
125
TASK5:KNOWWHEN
ANDWHEN
NOTTOUSEDISCIPLINARY
REFERRAL
INCONCLUSION
129
XIV
CONTENTS
SECTIONTWO: TEACHEXPECTATIONS
133
CHAPTER
5
EXPECTATIONS:
PLANTOTEACHSTUDENTSHOWTOBE
SUCCESSFUL
135
TASK
1:DEFINECLEARANDCONSISTENT
BEHAVIORAL
EXPECTATIONS
FOR
ALLREGULARLYSCHEDULED
CLASSROOM
ACTIVITIES
138
TASK2:DEFINECLEARANDCONSISTENT
BEHAVIORAL
EXPECTATIONS
FOR
THECOMMON
TRANSITIONS,
BOTHWITHIN
ANDBETWEEN
ACTIVITIES,
THAT
OCCUR
DURING
ATYPICALSCHOOLDAY
160
TASK3:DEVELOP
APRELIMINARY
PLAN,ANDPREPARE
LESSONSFOR
TEACHING
YOUREXPECTATIONS
TOSTUDENTS
179
INCONCLUSION
187
CHAPTER
6
PREPARATION
ANDLAUNCH:PULLITALLTOGETHER
FORTHE
FIRSTDAY
193
TASK
1:FINALIZEYOURCLASSROOM
MANAGEMENT
PLAN,ANDPREPARE
TOCOMMUNICATE
THAT
PLANTOYOURSTUDENTS
194
TASK2:COMPLETE
YOURPREPARATIONS
FORTHEFIRSTDAY
198
TASK3:IMPLEMENT
YOURPLANFORTHEFIRSTDAY
200
STEP1:COMMUNICATE
YOUREXPECTATIONS
202
STEP2:MONITOR
STUDENT
BEHAVIOR
203
STEP3:GIVESTUDENTS
FEEDBACKONTHEIRIMPLEMENTATION
OFEXPECTATIONS
204
TASK4:GRADUALLY
DECREASE
THEAMOUNT
OFTIME
YOUSPEND
TEACHING
EXPECTATIONS,
PROCEDURES,
ANDROUTINES
206
TASK5:MARK
ONYOURPLANNING
CALENDAR
PARTICULAR
TIMESWHEN
YOUWILLRETEACHYOUREXPECTATIONS
214
INCONCLUSION
217
SECTIONTHREE:
OBSERVESTUDENT
BEHAVIOR
221
CHAPTER
7
MONITOR
STUDENTBEHAVIOR:IMPLEMENT
ANDADJUST
YOURCLASSROOM
MANAGEMENT
PLAN
223
TASK
1:CIRCULATE
WHEN
POSSIBLE,ANDSCANALLSECTIONSOFTHE
CLASSROOM
CONTINUOUSLY
224
CIRCULATING
224
VISUALSCANNING
225
AUDITORY
SCANNING
226
TASK2:COLLECTOBJECTIVE
DATAABOUT
CLASSROOM
BEHAVIOR,
AND
ADJUST
YOURMANAGEMENT
PLANACCORDINGLY
226
TOOLA:CHAMPS
ANDACHIEVE
VERSUSDAILYREALITYRATING
SCALES
229
CONTENTS
XV
TOOLB:RATIOOFINTERACTIONS MONITORING
FORMS
234
TOOLC:MISBEHAVIOR
RECORDING
SHEET
239
TOOLD:GRADE
BOOKANALYSISWORKSHEET
241
TOOLE:ON-TASK
BEHAVIOR
OBSERVATION
SHEET
245
TOOLF:OPPORTUNITIES
TORESPOND
OBSERVATION
SHEET
247
TOOLG:STUDENT
SATISFACTION
SURVEY
250
INCONCLUSION
254
SECTIONFOUR:
INTERACT
POSITIVELY
255
CHAPTER
8
MOTIVATION:
ENHANCESTUDENTS DESIRETOSUCCEED
257
TASK
1:UNDERSTAND
THEIMPORTANCE
OFBUILDING
PERSONAL
RELATIONSHIPS
WITHSTUDENTS
258
TASK2:USEEVERYPOSSIBLE
OPPORTUNITY
TOPROVIDE
EACHSTUDENT
WITHNONCONTINGENT
ATTENTION
258
TASK3:GIVESTUDENTS
POSITIVEFEEDBACK
ONTHEIR
SUCCESSESINA
VARIETY
OFWAYS
261
TASK4:PLANTOINTERACT
ATLEASTTHREE
TIMES
MOREOFTEN
WITH
STUDENTS
WHEN
THEYAREBEHAVINGAPPROPRIATELY
THAN
WHEN
THEYAREMISBEHAVING
266
TASK5:EFFECTIVELYEMPLOY
ACLASSWIDE
SYSTEMORSYSTEMSIF
NEEDED
TOINCREASE
MOTIVATION
ANDRESPONSIBLE
BEHAVIOR
269
STEP1:IDENTIFY
PROBLEMS,
GOALS,LEVELOFSTRUCTURE
NEEDED,
ANDTHETYPEOFSYSTEM
YOU
WILLUSE
270
STEP2:SELECTASYSTEMANDPREPARETOIMPLEMENT
IT
277
STEP3:IDENTIFY
HOW
YOUWILLMAINTAIN,
MODIFY,
ANDFADE
AREWARD-BASED
SYSTEM
282
MENU
OFCLASSWIDE
SYSTEMS
285
REWARD-BASED
SYSTEMSFORHIGH-STRUCTURE
CLASSES
285
REWARD-BASED
SYSTEMSFORMEDIUM-STRUCTURE
CLASSES
288
NONREWARD-BASED
SYSTEMSFORLOW-STRUCTURE
CLASSES
291
INCONCLUSION
297
SECTIONFIVE:
CORRECTFLUENTLY
301
CHAPTER
9
PROACTIVEPLANNING
FORCHRONICMISBEHAVIOR
303
USEEFFECTIVECORRECTION
TECHNIQUES
303
ADDRESSING
CHRONIC
MISBEHAVIOR
305
TASK
1:ANALYZEAND,IFNEEDED,
ADJUST
THEIMPLEMENTATION
OF
YOURBASICMANAGEMENT
PLAN
307
TASK2:ANALYZEAND,IFNEEDED,
ADJUST
THESTRATEGIESYOUARE
USINGTOBUILDAPOSITIVERELATIONSHIP
WITHTHISSTUDENT
313
XVI
CONTENTS
TASK3:ANALYZETHEMISBEHAVIOR ANDDEVELOP
AFUNCTION-BASED
INTERVENTION
317
INTERVENTION
PLANNING
STEPS
320
STEP1:IDENTIFY
THETARGET(PROBLEM)
BEHAVIORANDCOLLECT
OBJECTIVEDATA;USETHOSEDATAASYOUPROCEEDTO
STEP2
320
STEP2:DEVELOPAHYPOTHESIS
(EDUCATEDGUESS)ABOUT
THE
FUNCTION
OFTHEMISBEHAVIOR
324
STEP3:IDENTIFY
ANY
SPECIFICCONTEXTS
ORCONDITIONS
(TIME,
LOCATIONS,
TASKS)
WHEN
THETARGETBEHAVIOR
TYPICALLYOCCURS(ORDOESNOTOCCUR)
326
STEP4:DEVELOPAPRELIMINARY
BEHAVIOR
CHANGE
(INTERVENTION)
PLANBASEDONYOURHYPOTHESIS
ABOUT
THEFUNCTION
OFTHEMISBEHAVIOR
ANDYOUR
UNDERSTANDING
OFWHEN
(UNDER
WHAT
CONDITIONS)
THEBEHAVIOR
TYPICALLYOCCURS
326
PLANA:DEVELOP
ANINTERVENTION
FORAWARENESS-TYPE
MISBEHAVIORS
328
STEP1:MAKE
SURETHESTUDENT
KNOWS
WHATBEHAVIOR
YOU
EXPECTHERTOEXHIBIT
(THETARGETORGOAL
BEHAVIOR)
328
STEP2:RESPOND
TOINSTANCES
OFTHEMISBEHAVIOR
INA
MANNER
THATLETSTHESTUDENT
KNOW
THATSHEIS
NOTMEETING
THEGOAL
330
STEP
3:
MONITOR
THESTUDENT S
BEHAVIOR
SO
THAT
YOUAND
THESTUDENT
WILLHAVEANOBJECTIVEBASISFOR
DISCUSSINGPROGRESS
331
STEP
4:
PROVIDEPOSITIVEFEEDBACKWHEN
THESTUDENT
IMPROVES
333
PLANB:DEVELOP
ANINTERVENTION
FORABILITY-TYPE
MISBEHAVIORS
334
STEP1:AT
ANEUTRAL
TIME,HAVEADISCUSSIONANDPROVIDE
INFORMATION
THAT
TEACHESTHEREPLACEMENT
BEHAVIOR
335
STEP2:CORRECTERRORSINAMANNER
THATPROVIDES
INSTRUCTION
335
STEP3:MAKEACCOMMODATIONS
TOINCREASETHESTUDENT S
CHANCEOFSUCCESS
335
STEP4:PROVIDEPOSITIVEFEEDBACK
WHEN
THESTUDENT
IS
SUCCESSFULORIMPROVES
336
PLANC:DEVELOP
ANINTERVENTION
FORATTENTION-SEEKING
MISBEHAVIORS
336
STEP
1:
DETERMINE
WHETHER
IGNORINGISANAPPROPRIATE
RESPONSE
337
STEP2:DISCUSSTHEPROPOSEDPLANWITHTHESTUDENT
338
CONTENTS
STEP
3:
WHEN THEMISBEHAVIOR OCCURS,CONTINUE
WHAT
YOU
AREDOINGANDPROVIDEPOSITIVEFEEDBACKTOOTHER
STUDENTS
339
STEP
4:
WHEN
THEATTENTION-SEEKING
MISBEHAVIOR
CEASES,
GIVETHESTUDENT
ATTENTION
340
STEP
5:
MAINTAIN
FREQUENTINTERACTIONS
WITHTHESTUDENT
WHEN
HEISNOTMISBEHAVING
340
STEP
6:
MONITOR
THESTUDENT S
BEHAVIOR
TODETERMINE
WHETHER
PROGRESSISBEINGMADE
340
PLAND:DEVELOP
ANINTERVENTION
FORHABITUAL
ANDPURPOSEFUL
TYPESOFMISBEHAVIORS
340
STEP
1:
REMOVEANY
POSITIVEORSATISFYINGASPECTSOF
DEMONSTRATING
THEMISBEHAVIOR
341
STEP
2:
DEMONSTRATE
TOTHESTUDENT
THATPOSITIVEBEHAVIOR
LEADSTOPOSITIVERESULTS
341
STEP
3:
RESPOND
TOTHEMISBEHAVIOR
BYASSIGNING
APPROPRIATE
CORRECTIVECONSEQUENCES
344
STEP
4:
IMPLEMENT
THEINTERVENTION
PLANFOR
PURPOSEFULIHABITUAL
MISBEHAVIOR
347
STEP
5:
DISCUSSYOURPRELIMINARY
INTERVENTION
PLANWITH
THESTUDENT
AND,IFAPPROPRIATE,
THESTUDENT S
FAMILY
348
STEP
6:
IMPLEMENT
THEINTERVENTION
PLANFORATLEASTTWO
WEEKS;CONTINUE
TOCOLLECTDATAONTHETARGET
BEHAVIOR
TOEVALUATE
THEPLAN SEFFECTIVENESS
349
INCONCLUSION
350
XVII
APPENDIX
A:THE
EVIDENCE
BASEBEHIND
DISCIPLINE
IN
THE
SECONDARY
CLASSROOM
355
BILLIE
/0
RODRIGUEZ
APPENDIX
B:SCHOOLWIDEIMPLEMENTATION
OFDISCIPLINE
INTHESECONDARY
CLASSROOM
361
APPENDIX
C:CULTURAL
COMPETENCE
369
KEBABALDWIN
ANDAMALIO
NIEVES
APPENDIX
D:PROFESSIONALISM
FORTHEFIRST-YEARTEACHER
373
APPENDIX
E:MAPPING
DISCIPLINE
IN
THE
SECONDARY
CLASSROOM
TO
A
FRAMEWORK
FORTEACHING
383
APPENDIX
F:CHAMPSICONS
393
REFERENCES
403
NAMEINDEX
415
SUBJECTINDEX
423
HOWTO
USETHEDVD
435
|
| any_adam_object | 1 |
| author | Sprick, Randall S. |
| author_facet | Sprick, Randall S. |
| author_role | aut |
| author_sort | Sprick, Randall S. |
| author_variant | r s s rs rss |
| building | Verbundindex |
| bvnumber | BV041035559 |
| classification_rvk | DO 8002 DP 1742 |
| ctrlnum | (OCoLC)859369401 (DE-599)BVBBV041035559 |
| discipline | Pädagogik |
| edition | 3. ed. |
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| geographic | USA (DE-588)4078704-7 gnd |
| geographic_facet | USA |
| id | DE-604.BV041035559 |
| illustrated | Illustrated |
| indexdate | 2024-07-10T00:38:17Z |
| institution | BVB |
| isbn | 9781118450871 9781118640272 9781118640135 |
| language | English |
| oai_aleph_id | oai:aleph.bib-bvb.de:BVB01-026013014 |
| oclc_num | 859369401 |
| open_access_boolean | |
| owner | DE-29 |
| owner_facet | DE-29 |
| physical | XXVI, 433 S. Ill. 1 DVD (12 cm) |
| publishDate | 2013 |
| publishDateSearch | 2013 |
| publishDateSort | 2013 |
| publisher | Jossey-Bass |
| record_format | marc |
| spelling | Sprick, Randall S. Verfasser aut Discipline in the secondary classroom a positive approach to behavior management Randall S. Sprick, Ph.D. 3. ed. San Francisco, Calif. Jossey-Bass 2013 XXVI, 433 S. Ill. 1 DVD (12 cm) txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Classroom management High school students / Discipline Problem children / Discipline High school (DE-588)4159840-4 gnd rswk-swf Unterrichtsdisziplin (DE-588)4078635-3 gnd rswk-swf USA (DE-588)4078704-7 gnd rswk-swf USA (DE-588)4078704-7 g High school (DE-588)4159840-4 s Unterrichtsdisziplin (DE-588)4078635-3 s DE-604 Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026013014&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Sprick, Randall S. Discipline in the secondary classroom a positive approach to behavior management Classroom management High school students / Discipline Problem children / Discipline High school (DE-588)4159840-4 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd |
| subject_GND | (DE-588)4159840-4 (DE-588)4078635-3 (DE-588)4078704-7 |
| title | Discipline in the secondary classroom a positive approach to behavior management |
| title_auth | Discipline in the secondary classroom a positive approach to behavior management |
| title_exact_search | Discipline in the secondary classroom a positive approach to behavior management |
| title_full | Discipline in the secondary classroom a positive approach to behavior management Randall S. Sprick, Ph.D. |
| title_fullStr | Discipline in the secondary classroom a positive approach to behavior management Randall S. Sprick, Ph.D. |
| title_full_unstemmed | Discipline in the secondary classroom a positive approach to behavior management Randall S. Sprick, Ph.D. |
| title_short | Discipline in the secondary classroom |
| title_sort | discipline in the secondary classroom a positive approach to behavior management |
| title_sub | a positive approach to behavior management |
| topic | Classroom management High school students / Discipline Problem children / Discipline High school (DE-588)4159840-4 gnd Unterrichtsdisziplin (DE-588)4078635-3 gnd |
| topic_facet | Classroom management High school students / Discipline Problem children / Discipline High school Unterrichtsdisziplin USA |
| url | http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=026013014&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA |
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