Unaccompanied children’s education in the United States: service provider’s perspective on challenges and support strategies
Introduction: Newcomer students seek routine and safety in schools, but often experience a “hard landing” when they begin school in the United States. Objective: While there is substantial literature on the academic and language achievement of emergent bilingual students, there is less specifically...
- Autores:
-
Evans, Kerri
Oliveira, Gabrielle
Hasson, Robert
Crea, Thomas
Neville, Sarah Elizabeth
Fitchett, Virginia
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/10093
- Acceso en línea:
- https://hdl.handle.net/11323/10093
https://repositorio.cuc.edu.co
- Palabra clave:
- Unaccompanied children
Immigrant
Education
Challenges
Support strategies
Student
Inmigrante
Educación
Retos
Estrategias de apoyo
Estudiante
Niños no acompañados
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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| dc.title.eng.fl_str_mv |
Unaccompanied children’s education in the United States: service provider’s perspective on challenges and support strategies |
| dc.title.translated.none.fl_str_mv |
Educación para niños no acompañados en los Estados Unidos: la perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo |
| title |
Unaccompanied children’s education in the United States: service provider’s perspective on challenges and support strategies |
| spellingShingle |
Unaccompanied children’s education in the United States: service provider’s perspective on challenges and support strategies Unaccompanied children Immigrant Education Challenges Support strategies Student Inmigrante Educación Retos Estrategias de apoyo Estudiante Niños no acompañados |
| title_short |
Unaccompanied children’s education in the United States: service provider’s perspective on challenges and support strategies |
| title_full |
Unaccompanied children’s education in the United States: service provider’s perspective on challenges and support strategies |
| title_fullStr |
Unaccompanied children’s education in the United States: service provider’s perspective on challenges and support strategies |
| title_full_unstemmed |
Unaccompanied children’s education in the United States: service provider’s perspective on challenges and support strategies |
| title_sort |
Unaccompanied children’s education in the United States: service provider’s perspective on challenges and support strategies |
| dc.creator.fl_str_mv |
Evans, Kerri Oliveira, Gabrielle Hasson, Robert Crea, Thomas Neville, Sarah Elizabeth Fitchett, Virginia |
| dc.contributor.author.none.fl_str_mv |
Evans, Kerri Oliveira, Gabrielle Hasson, Robert Crea, Thomas Neville, Sarah Elizabeth Fitchett, Virginia |
| dc.subject.proposal.eng.fl_str_mv |
Unaccompanied children Immigrant Education Challenges Support strategies Student |
| topic |
Unaccompanied children Immigrant Education Challenges Support strategies Student Inmigrante Educación Retos Estrategias de apoyo Estudiante Niños no acompañados |
| dc.subject.proposal.spa.fl_str_mv |
Inmigrante Educación Retos Estrategias de apoyo Estudiante Niños no acompañados |
| description |
Introduction: Newcomer students seek routine and safety in schools, but often experience a “hard landing” when they begin school in the United States. Objective: While there is substantial literature on the academic and language achievement of emergent bilingual students, there is less specifically on unaccompanied immigrant students, and even less on their social and emotional well-being. Methodology: This study uses a human rights framework to analyze qualitative data from service providers (n = 79) for unaccompanied children. Results: Challenges to meeting the needs of this population include the limited capacity of schools and school districts, students’ language ability and preparedness for school, cultural differences, and individual health and mental health considerations. Supports to help immigrant students include academic and language assistance, cooperation among service providers, and emotional and behavioral programs. Conclusions: Recommendations include building community partnerships, creating more welcoming policies, school-assessments of programming compared to needs of newcomer students, and more research. |
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2022 |
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2022-01-24 |
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2023-05-10T14:10:03Z |
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2023-05-10T14:10:03Z |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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Evans, K., Oliveira, G., Hason III, R. G., Crea, T. M., Neville, S. E., & Fitchett, V. (2022). Unaccompanied children’s education in the United States: Service provider’s perspective on challenges and support strategies. Cultura, Educación y Sociedad, 13(1), 193-218. DOI: http://dx.doi.org/10.17981/cultedusoc.13.1.2022.12 |
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2145-9258 |
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https://hdl.handle.net/11323/10093 |
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10.17981/cultedusoc.13.1.2022.12 |
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2389-7724 |
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Corporación Universidad de la Costa |
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REDICUC - Repositorio CUC |
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https://repositorio.cuc.edu.co |
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Evans, K., Oliveira, G., Hason III, R. G., Crea, T. M., Neville, S. E., & Fitchett, V. (2022). Unaccompanied children’s education in the United States: Service provider’s perspective on challenges and support strategies. Cultura, Educación y Sociedad, 13(1), 193-218. DOI: http://dx.doi.org/10.17981/cultedusoc.13.1.2022.12 2145-9258 10.17981/cultedusoc.13.1.2022.12 2389-7724 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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https://hdl.handle.net/11323/10093 https://repositorio.cuc.edu.co |
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eng |
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eng |
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Cultura Educación y Sociedad |
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Available: https://supreme.justia.com/cases/federal/us/457/202/ Vidal, M., Avrushin, A. & Coleman, D. (2018). Educating unaccompanied immigrant children in Chicago, Illinois: A case study. Children and Youth Services Review, 92, 77–88. https://doi.org/10.1016/j.childyouth.2018.03.046 Zetlin, A., Weinberg, L. & Shea, N. (2006). Improving educational prospects for youth in foster care: The education liaison model. Intervention in School and Clinic, 41(5), 267–272. https://doi.org/10.1177/10534512060410050301 Zorc, C., O’Reilly, A., Matone, M., Long, J., Watts, C. & Rubin, D. (2013). The relationship of placement experience to school absenteeism and changing schools in young, schoolaged children in foster care. Children and Youth Services Review, 35(5), 826–833. https://doi.org/10.1016/j.childyouth.2013.02.006 |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Derechos de autor 2022 CULTURA EDUCACIÓN Y SOCIEDADhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Evans, KerriOliveira, GabrielleHasson, RobertCrea, ThomasNeville, Sarah ElizabethFitchett, Virginia2023-05-10T14:10:03Z2023-05-10T14:10:03Z2022-01-24Evans, K., Oliveira, G., Hason III, R. G., Crea, T. M., Neville, S. E., & Fitchett, V. (2022). Unaccompanied children’s education in the United States: Service provider’s perspective on challenges and support strategies. Cultura, Educación y Sociedad, 13(1), 193-218. DOI: http://dx.doi.org/10.17981/cultedusoc.13.1.2022.122145-9258https://hdl.handle.net/11323/1009310.17981/cultedusoc.13.1.2022.122389-7724Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.coIntroduction: Newcomer students seek routine and safety in schools, but often experience a “hard landing” when they begin school in the United States. Objective: While there is substantial literature on the academic and language achievement of emergent bilingual students, there is less specifically on unaccompanied immigrant students, and even less on their social and emotional well-being. Methodology: This study uses a human rights framework to analyze qualitative data from service providers (n = 79) for unaccompanied children. Results: Challenges to meeting the needs of this population include the limited capacity of schools and school districts, students’ language ability and preparedness for school, cultural differences, and individual health and mental health considerations. Supports to help immigrant students include academic and language assistance, cooperation among service providers, and emotional and behavioral programs. Conclusions: Recommendations include building community partnerships, creating more welcoming policies, school-assessments of programming compared to needs of newcomer students, and more research.Introducción: Los estudiantes recién llegados buscan rutinas y seguridad en las escuelas, pero a menudo experimentan un “aterrizaje forzoso” cuando comienzan la escuela en los Estados Unidos. Objetivo: Si bien existe una gran cantidad de literatura sobre el rendimiento académico y lingüístico de los estudiantes bilingües emergentes, hay menos específicamente sobre los estudiantes inmigrantes no acompañados y menos aún sobre su bienestar social y emocional. Metodología: Este estudio utiliza un marco de derechos humanos para analizar datos cualitativos de proveedores de servicios (n = 79) para niños no acompañados. Resultados: Los desafíos para satisfacer las necesidades de esta población incluyen la capacidad limitada de las escuelas y los distritos escolares, la capacidad lingüística de los estudiantes y la preparación para la escuela, las diferencias culturales y las consideraciones de salud individual y salud mental. Los apoyos para ayudar a los estudiantes inmigrantes incluyen asistencia académica y lingüística, cooperación entre proveedores de servicios y programas emocionales y conductuales. Conclusiones: Las recomendaciones incluyen la construcción de asociaciones comunitarias, la creación de políticas más acogedoras, evaluaciones escolares de la programación en comparación con las necesidades de los estudiantes recién llegados y más investigación26 páginasapplication/pdfengCorporación Universidad de la CostaColombiahttps://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/3834Unaccompanied children’s education in the United States: service provider’s perspective on challenges and support strategiesEducación para niños no acompañados en los Estados Unidos: la perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyoArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1Textinfo:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85United StatesCultura Educación y SociedadAECF. 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Children and Youth Services Review, 35(5), 826–833. https://doi.org/10.1016/j.childyouth.2013.02.006218193113Unaccompanied childrenImmigrantEducationChallengesSupport strategiesStudentInmigranteEducaciónRetosEstrategias de apoyoEstudianteNiños no acompañadosPublicationORIGINALEducación para niños no acompañados en los Estados Unidos La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo.pdfEducación para niños no acompañados en los Estados Unidos La perspectiva de los proveedores de servicios sobre los desafíos y las estrategias de apoyo.pdfArtículoapplication/pdf547078https://repositorio.cuc.edu.co/bitstreams/2b37b22b-2bf0-4fb2-a73e-86da3461683a/download90d84a00c24fa47e29d1f19926b6efb2MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.cuc.edu.co/bitstreams/ebab1cc7-ad47-4466-a605-9a7b3ad3d426/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTEducación para niños no acompañados en los Estados Unidos La perspectiva de 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12:47:54.581https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos de autor 2022 CULTURA EDUCACIÓN Y SOCIEDADopen.accesshttps://repositorio.cuc.edu.coRepositorio de la Universidad de la Costa 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ada en las Obras Colectivas.

b.	Distribuir copias o fonogramas de las Obras, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública, incluyéndolas como incorporadas en Obras Colectivas, según corresponda.

c.	Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.
Los derechos mencionados anteriormente pueden ser ejercidos en todos los medios y formatos, actualmente conocidos o que se inventen en el futuro. Los derechos antes mencionados incluyen el derecho a realizar dichas modificaciones en la medida que sean técnicamente necesarias para ejercer los derechos en otro medio o formatos, pero de otra manera usted no está autorizado para realizar obras derivadas. Todos los derechos no otorgados expresamente por el Licenciante quedan por este medio reservados, incluyendo pero sin limitarse a aquellos que se mencionan en las secciones 4(d) y 4(e).

4. Restricciones.
La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:

a.	Usted puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra sólo bajo las condiciones de esta Licencia, y Usted debe incluir una copia de esta licencia o del Identificador Universal de Recursos de la misma con cada copia de la Obra que distribuya, exhiba públicamente, ejecute públicamente o ponga a disposición pública. No es posible ofrecer o imponer ninguna condición sobre la Obra que altere o limite las condiciones de esta Licencia o el ejercicio de los derechos de los destinatarios otorgados en este documento. No es posible sublicenciar la Obra. Usted debe mantener intactos todos los avisos que hagan referencia a esta Licencia y a la cláusula de limitación de garantías. Usted no puede distribuir, exhibir públicamente, ejecutar públicamente, o poner a disposición pública la Obra con alguna medida tecnológica que controle el acceso o la utilización de ella de una forma que sea inconsistente con las condiciones de esta Licencia. Lo anterior se aplica a la Obra incorporada a una Obra Colectiva, pero esto no exige que la Obra Colectiva aparte de la obra misma quede sujeta a las condiciones de esta Licencia. Si Usted crea una Obra Colectiva, previo aviso de cualquier Licenciante debe, en la medida de lo posible, eliminar de la Obra Colectiva cualquier referencia a dicho Licenciante o al Autor Original, según lo solicitado por el Licenciante y conforme lo exige la cláusula 4(c).

b.	Usted no puede ejercer ninguno de los derechos que le han sido otorgados en la Sección 3 precedente de modo que estén principalmente destinados o directamente dirigidos a conseguir un provecho comercial o una compensación monetaria privada. El intercambio de la Obra por otras obras protegidas por derechos de autor, ya sea a través de un sistema para compartir archivos digitales (digital file-sharing) o de cualquier otra manera no será considerado como estar destinado principalmente o dirigido directamente a conseguir un provecho comercial o una compensación monetaria privada, siempre que no se realice un pago mediante una compensación monetaria en relación con el intercambio de obras protegidas por el derecho de autor.

c.	Si usted distribuye, exhibe públicamente, ejecuta públicamente o ejecuta públicamente en forma digital la Obra o cualquier Obra Derivada u Obra Colectiva, Usted debe mantener intacta toda la información de derecho de autor de la Obra y proporcionar, de forma razonable según el medio o manera que Usted esté utilizando: (i) el nombre del Autor Original si está provisto (o seudónimo, si fuere aplicable), y/o (ii) el nombre de la parte o las partes que el Autor Original y/o el Licenciante hubieren designado para la atribución (v.g., un instituto patrocinador, editorial, publicación) en la información de los derechos de autor del Licenciante, términos de servicios o de otras formas razonables; el título de la Obra si está provisto; en la medida de lo razonablemente factible y, si está provisto, el Identificador Uniforme de Recursos (Uniform Resource Identifier) que el Licenciante especifica para ser asociado con la Obra, salvo que tal URI no se refiera a la nota sobre los derechos de autor o a la información sobre el licenciamiento de la Obra; y en el caso de una Obra Derivada, atribuir el crédito identificando el uso de la Obra en la Obra Derivada (v.g., "Traducción Francesa de la Obra del Autor Original," o "Guión Cinematográfico basado en la Obra original del Autor Original"). Tal crédito puede ser implementado de cualquier forma razonable; en el caso, sin embargo, de Obras Derivadas u Obras Colectivas, tal crédito aparecerá, como mínimo, donde aparece el crédito de cualquier otro autor comparable y de una manera, al menos, tan destacada como el crédito de otro autor comparable.

d.	Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:

i.	Regalías por interpretación y ejecución bajo licencias generales. El Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública o la ejecución pública digital de la obra y de recolectar, sea individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, SAYCO), las regalías por la ejecución pública o por la ejecución pública digital de la obra (por ejemplo Webcast) licenciada bajo licencias generales, si la interpretación o ejecución de la obra está primordialmente orientada por o dirigida a la obtención de una ventaja comercial o una compensación monetaria privada.

ii.	Regalías por Fonogramas. El Licenciante se reserva el derecho exclusivo de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, los consagrados por la SAYCO), una agencia de derechos musicales o algún agente designado, las regalías por cualquier fonograma que Usted cree a partir de la obra (“versión cover”) y distribuya, en los términos del régimen de derechos de autor, si la creación o distribución de esa versión cover está primordialmente destinada o dirigida a obtener una ventaja comercial o una compensación monetaria privada.

e.	Gestión de Derechos de Autor sobre Interpretaciones y Ejecuciones Digitales (WebCasting). Para evitar toda confusión, el Licenciante aclara que, cuando la obra sea un fonograma, el Licenciante se reserva el derecho exclusivo de autorizar la ejecución pública digital de la obra (por ejemplo, webcast) y de recolectar, individualmente o a través de una sociedad de gestión colectiva de derechos de autor y derechos conexos (por ejemplo, ACINPRO), las regalías por la ejecución pública digital de la obra (por ejemplo, webcast), sujeta a las disposiciones aplicables del régimen de Derecho de Autor, si esta ejecución pública digital está primordialmente dirigida a obtener una ventaja comercial o una compensación monetaria privada.

5. Representaciones, Garantías y Limitaciones de Responsabilidad.
A MENOS QUE LAS PARTES LO ACORDARAN DE OTRA FORMA POR ESCRITO, EL LICENCIANTE OFRECE LA OBRA (EN EL ESTADO EN EL QUE SE ENCUENTRA) “TAL CUAL”, SIN BRINDAR GARANTÍAS DE CLASE ALGUNA RESPECTO DE LA OBRA, YA SEA EXPRESA, IMPLÍCITA, LEGAL O CUALQUIERA OTRA, INCLUYENDO, SIN LIMITARSE A ELLAS, GARANTÍAS DE TITULARIDAD, COMERCIABILIDAD, ADAPTABILIDAD O ADECUACIÓN A PROPÓSITO DETERMINADO, AUSENCIA DE INFRACCIÓN, DE AUSENCIA DE DEFECTOS LATENTES O DE OTRO TIPO, O LA PRESENCIA O AUSENCIA DE ERRORES, SEAN O NO DESCUBRIBLES (PUEDAN O NO SER ESTOS DESCUBIERTOS). ALGUNAS JURISDICCIONES NO PERMITEN LA EXCLUSIÓN DE GARANTÍAS IMPLÍCITAS, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

6. Limitación de responsabilidad.
A MENOS QUE LO EXIJA EXPRESAMENTE LA LEY APLICABLE, EL LICENCIANTE NO SERÁ RESPONSABLE ANTE USTED POR DAÑO ALGUNO, SEA POR RESPONSABILIDAD EXTRACONTRACTUAL, PRECONTRACTUAL O CONTRACTUAL, OBJETIVA O SUBJETIVA, SE TRATE DE DAÑOS MORALES O PATRIMONIALES, DIRECTOS O INDIRECTOS, PREVISTOS O IMPREVISTOS PRODUCIDOS POR EL USO DE ESTA LICENCIA O DE LA OBRA, AUN CUANDO EL LICENCIANTE HAYA SIDO ADVERTIDO DE LA POSIBILIDAD DE DICHOS DAÑOS. ALGUNAS LEYES NO PERMITEN LA EXCLUSIÓN DE CIERTA RESPONSABILIDAD, EN CUYO CASO ESTA EXCLUSIÓN PUEDE NO APLICARSE A USTED.

7. Término.

a.	Esta Licencia y los derechos otorgados en virtud de ella terminarán automáticamente si Usted infringe alguna condición establecida en ella. Sin embargo, los individuos o entidades que han recibido Obras Derivadas o Colectivas de Usted de conformidad con esta Licencia, no verán terminadas sus licencias, siempre que estos individuos o entidades sigan cumpliendo íntegramente las condiciones de estas licencias. Las Secciones 1, 2, 5, 6, 7, y 8 subsistirán a cualquier terminación de esta Licencia.

b.	Sujeta a las condiciones y términos anteriores, la licencia otorgada aquí es perpetua (durante el período de vigencia de los derechos de autor de la obra). No obstante lo anterior, el Licenciante se reserva el derecho a publicar y/o estrenar la Obra bajo condiciones de licencia diferentes o a dejar de distribuirla en los términos de esta Licencia en cualquier momento; en el entendido, sin embargo, que esa elección no servirá para revocar esta licencia o que deba ser otorgada , bajo los términos de esta licencia), y esta licencia continuará en pleno vigor y efecto a menos que sea terminada como se expresa atrás. La Licencia revocada continuará siendo plenamente vigente y efectiva si no se le da término en las condiciones indicadas anteriormente.

8. Varios.

a.	Cada vez que Usted distribuya o ponga a disposición pública la Obra o una Obra Colectiva, el Licenciante ofrecerá al destinatario una licencia en los mismos términos y condiciones que la licencia otorgada a Usted bajo esta Licencia.

b.	Si alguna disposición de esta Licencia resulta invalidada o no exigible, según la legislación vigente, esto no afectará ni la validez ni la aplicabilidad del resto de condiciones de esta Licencia y, sin acción adicional por parte de los sujetos de este acuerdo, aquélla se entenderá reformada lo mínimo necesario para hacer que dicha disposición sea válida y exigible.

c.	Ningún término o disposición de esta Licencia se estimará renunciada y ninguna violación de ella será consentida a menos que esa renuncia o consentimiento sea otorgado por escrito y firmado por la parte que renuncie o consienta.

d.	Esta Licencia refleja el acuerdo pleno entre las partes respecto a la Obra aquí licenciada. No hay arreglos, acuerdos o declaraciones respecto a la Obra que no estén especificados en este documento. El Licenciante no se verá limitado por ninguna disposición adicional que pueda surgir en alguna comunicación emanada de Usted. Esta Licencia no puede ser modificada sin el consentimiento mutuo por escrito del Licenciante y Usted.
 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