Impact of COVID-19 on students' generic skills - a case study in a university from a developing country
The education sector was considerably affected by the COVID-19 pandemic, risking the learning process and forcing governments to pull out contingency actions to ensure the students' development of generic and specific skills and guarantee education quality. These actions include the shift to on...
- Autores:
-
Portnoy, Ivan
Manosalva-Sandoval, Jessica
Torregroza Espinosa, Ana Carolina
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2022
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/10871
- Acceso en línea:
- https://hdl.handle.net/11323/10871
https://repositorio.cuc.edu.co/
- Palabra clave:
- Digital education
Remote learning
Education quality
Pandemic
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Impact of COVID-19 on students' generic skills - a case study in a university from a developing country |
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Impact of COVID-19 on students' generic skills - a case study in a university from a developing country |
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Impact of COVID-19 on students' generic skills - a case study in a university from a developing country Digital education Remote learning Education quality Pandemic |
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Impact of COVID-19 on students' generic skills - a case study in a university from a developing country |
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Impact of COVID-19 on students' generic skills - a case study in a university from a developing country |
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Impact of COVID-19 on students' generic skills - a case study in a university from a developing country |
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Impact of COVID-19 on students' generic skills - a case study in a university from a developing country |
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Impact of COVID-19 on students' generic skills - a case study in a university from a developing country |
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Portnoy, Ivan Manosalva-Sandoval, Jessica Torregroza Espinosa, Ana Carolina |
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Portnoy, Ivan Manosalva-Sandoval, Jessica Torregroza Espinosa, Ana Carolina |
| dc.subject.proposal.eng.fl_str_mv |
Digital education Remote learning Education quality Pandemic |
| topic |
Digital education Remote learning Education quality Pandemic |
| description |
The education sector was considerably affected by the COVID-19 pandemic, risking the learning process and forcing governments to pull out contingency actions to ensure the students' development of generic and specific skills and guarantee education quality. These actions include the shift to online and hybrid (i.e., online and in-person) classes. This work assesses the pandemic effect on the generic skills of undergraduate students in a Colombian university. The study aims to determine the effect of COVID- 19 on the development of generic skills quantitatively. Two datasets were retrieved: i) A dataset with the scores obtained by the students in an institutional Generic Skills test and in the midterm tests; ii) A dataset with the students' scores in the Colombian standardized test for undergraduate students, called the Saber Pro test. Three analysis stages were performed: i) Univariate exploratory analysis; ii) Differential analysis to compare the No COVID vs. COVID scenarios; iii) A correlation analysis. Results showed that the scores of the Generic Skills and the Midterm tests increased significantly when comparing the two scenarios, except for the Written Communication. As for the Saber Pro test, only the scores for Written Comprehension, Quantitative Reasoning, and the global scores increased significantly. On the other hand, the correlation analysis showed a strong correlation only between the scores obtained at the Generic Skills and the Saber Pro tests for the English Proficiency skill. In addition, the analysis elucidated a weak correlation between the Generic Skills test's average and the Saber Pro's global score. Finally, the results prove that online education is a feasible alternative that offers students more flexibility to ensure the development of generic and specific skills. |
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Ivan Portnoy, Jessica Manosalva-Sandoval, Ana C. Torregroza-Espinosa, Impact of COVID-19 on Students' Generic Skills - A Case Study in a University from a Developing Country, Procedia Computer Science, Volume 203, 2022, Pages 508-513, ISSN 1877-0509, https://doi.org/10.1016/j.procs.2022.07.071 |
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Ivan Portnoy, Jessica Manosalva-Sandoval, Ana C. Torregroza-Espinosa, Impact of COVID-19 on Students' Generic Skills - A Case Study in a University from a Developing Country, Procedia Computer Science, Volume 203, 2022, Pages 508-513, ISSN 1877-0509, https://doi.org/10.1016/j.procs.2022.07.071 1877-0509 10.1016/j.procs.2022.07.071 Corporación Universidad de la Costa REDICUC – Repositorio CUC |
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[1] Andrés Álvarez, Diana León, María Medellín, Andrés Zambrano, Hernando Zuleta. El coronavirus en Colombia: vulnerabilidad y opciones de política 2020. [2] Mahdy MAA. The Impact of COVID-19 Pandemic on the Academic Performance of Veterinary Medical Students. Frontiers in Veterinary Science 2020;7. https://doi.org/10.3389/fvets.2020.594261. [3] Yamin M. Counting the cost of COVID-19. International Journal of Information Technology 2020;12:311– 7. https://doi.org/10.1007/s41870-020-00466-0. [4] Sahu P. Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus 2020. https://doi.org/10.7759/cureus.7541. [5] Dhawan S. Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems 2020;49:5–22. https://doi.org/10.1177/0047239520934018. [6] Thai NTT, de Wever B, Valcke M. Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. Journal of Computer Assisted Learning 2020;36:397–411. https://doi.org/10.1111/jcal.12423. [7] Widodo A, Nursaptini N, Novitasari S, Sutisna D, Umar U. From face-to-face learning to web base learning: How are student readiness? Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran 2020;10:149. https://doi.org/10.25273/pe.v10i2.6801. [8] Berga K-A, Vadnais E, Nelson J, Johnston S, Buro K, Hu R, et al. Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. Nurse Education Today 2021;96:104622. https://doi.org/10.1016/j.nedt.2020.104622. [9] Aristovnik A, Keržič D, Ravšelj D, Tomaževič N, Umek L. Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability 2020;12:8438. https://doi.org/10.3390/su12208438. [10] Quispe-Prieto S, Cavalcanti-Bandos MF, Caipa-Ramos M, Paucar-Caceres A, Rojas-Jiménez HH. A Systemic Framework to Evaluate Student Satisfaction in Latin American Universities under the COVID-19 Pandemic. Systems 2021;9:15. https://doi.org/10.3390/systems9010015. [11] Zhang W, Wang Y, Yang L, Wang C. Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management 2020;13:55. https://doi.org/10.3390/jrfm13030055. [12] Said H, - S. The Practices of Students’ Generic Skills Among Economics Students at National University of Indonesia. Higher Education Studies 2015;5. https://doi.org/10.5539/hes.v5n2p52. [13] Dr. Manju Gera. Generic Skills for Sustainable Development. Indian Journal of Research 2015;4:290–2. [14] ICFES. Saber ProMódulos de Competencias Genéricas 2017. [15] Ortega JIS. IMPLEMENTACIÓN DE NUEVA HERRAMIENTA DE SEGUIMIENTO ACADEMICO QUE VALIDA LA EVALUACIÓN POR COMPETENCIAS GENERICAS DENTRO DE LA FACULTAD DE INGENIERÍA DE LA UNIVERSIDAD DE LA COSTA (CUC). Revista Educación En Ingeniería 2014;9:1–11. [16] Pálvölgyi K. Implementation Through Innovation: A Literature-Based Analysis of the Tuning Project. Higher Learning Research Communications 2017;7. https://doi.org/10.18870/hlrc.v7i2.380. [17] Rochon J, Gondan M, Kieser M. To test or not to test: Preliminary assessment of normality when comparing two independent samples. BMC Medical Research Methodology 2012;12:81. https://doi.org/10.1186/1471- 2288-12-81. |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)© 2022 The Authors. Published by Elsevier B.V.https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Portnoy, IvanManosalva-Sandoval, JessicaTorregroza Espinosa, Ana Carolina2024-03-18T15:22:01Z2024-03-18T15:22:01Z2022Ivan Portnoy, Jessica Manosalva-Sandoval, Ana C. Torregroza-Espinosa, Impact of COVID-19 on Students' Generic Skills - A Case Study in a University from a Developing Country, Procedia Computer Science, Volume 203, 2022, Pages 508-513, ISSN 1877-0509, https://doi.org/10.1016/j.procs.2022.07.0711877-0509https://hdl.handle.net/11323/1087110.1016/j.procs.2022.07.071Corporación Universidad de la CostaREDICUC – Repositorio CUChttps://repositorio.cuc.edu.co/The education sector was considerably affected by the COVID-19 pandemic, risking the learning process and forcing governments to pull out contingency actions to ensure the students' development of generic and specific skills and guarantee education quality. These actions include the shift to online and hybrid (i.e., online and in-person) classes. This work assesses the pandemic effect on the generic skills of undergraduate students in a Colombian university. The study aims to determine the effect of COVID- 19 on the development of generic skills quantitatively. Two datasets were retrieved: i) A dataset with the scores obtained by the students in an institutional Generic Skills test and in the midterm tests; ii) A dataset with the students' scores in the Colombian standardized test for undergraduate students, called the Saber Pro test. Three analysis stages were performed: i) Univariate exploratory analysis; ii) Differential analysis to compare the No COVID vs. COVID scenarios; iii) A correlation analysis. Results showed that the scores of the Generic Skills and the Midterm tests increased significantly when comparing the two scenarios, except for the Written Communication. As for the Saber Pro test, only the scores for Written Comprehension, Quantitative Reasoning, and the global scores increased significantly. On the other hand, the correlation analysis showed a strong correlation only between the scores obtained at the Generic Skills and the Saber Pro tests for the English Proficiency skill. In addition, the analysis elucidated a weak correlation between the Generic Skills test's average and the Saber Pro's global score. Finally, the results prove that online education is a feasible alternative that offers students more flexibility to ensure the development of generic and specific skills.6 páginasapplication/pdfengElsevier BVNetherlandshttps://www.sciencedirect.com/science/article/pii/S1877050922006767Impact of COVID-19 on students' generic skills - a case study in a university from a developing countryArtículo de revistahttp://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_970fb48d4fbd8a85Procedia Computer Science[1] Andrés Álvarez, Diana León, María Medellín, Andrés Zambrano, Hernando Zuleta. El coronavirus en Colombia: vulnerabilidad y opciones de política 2020.[2] Mahdy MAA. The Impact of COVID-19 Pandemic on the Academic Performance of Veterinary Medical Students. Frontiers in Veterinary Science 2020;7. https://doi.org/10.3389/fvets.2020.594261.[3] Yamin M. Counting the cost of COVID-19. International Journal of Information Technology 2020;12:311– 7. https://doi.org/10.1007/s41870-020-00466-0.[4] Sahu P. Closure of Universities Due to Coronavirus Disease 2019 (COVID-19): Impact on Education and Mental Health of Students and Academic Staff. Cureus 2020. https://doi.org/10.7759/cureus.7541.[5] Dhawan S. Online Learning: A Panacea in the Time of COVID-19 Crisis. Journal of Educational Technology Systems 2020;49:5–22. https://doi.org/10.1177/0047239520934018.[6] Thai NTT, de Wever B, Valcke M. Face‐to‐face, blended, flipped, or online learning environment? Impact on learning performance and student cognitions. Journal of Computer Assisted Learning 2020;36:397–411. https://doi.org/10.1111/jcal.12423.[7] Widodo A, Nursaptini N, Novitasari S, Sutisna D, Umar U. From face-to-face learning to web base learning: How are student readiness? Premiere Educandum : Jurnal Pendidikan Dasar Dan Pembelajaran 2020;10:149. https://doi.org/10.25273/pe.v10i2.6801.[8] Berga K-A, Vadnais E, Nelson J, Johnston S, Buro K, Hu R, et al. Blended learning versus face-to-face learning in an undergraduate nursing health assessment course: A quasi-experimental study. Nurse Education Today 2021;96:104622. https://doi.org/10.1016/j.nedt.2020.104622.[9] Aristovnik A, Keržič D, Ravšelj D, Tomaževič N, Umek L. Impacts of the COVID-19 Pandemic on Life of Higher Education Students: A Global Perspective. Sustainability 2020;12:8438. https://doi.org/10.3390/su12208438.[10] Quispe-Prieto S, Cavalcanti-Bandos MF, Caipa-Ramos M, Paucar-Caceres A, Rojas-Jiménez HH. A Systemic Framework to Evaluate Student Satisfaction in Latin American Universities under the COVID-19 Pandemic. Systems 2021;9:15. https://doi.org/10.3390/systems9010015.[11] Zhang W, Wang Y, Yang L, Wang C. Suspending Classes Without Stopping Learning: China’s Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management 2020;13:55. https://doi.org/10.3390/jrfm13030055.[12] Said H, - S. The Practices of Students’ Generic Skills Among Economics Students at National University of Indonesia. Higher Education Studies 2015;5. https://doi.org/10.5539/hes.v5n2p52.[13] Dr. Manju Gera. Generic Skills for Sustainable Development. Indian Journal of Research 2015;4:290–2.[14] ICFES. Saber ProMódulos de Competencias Genéricas 2017.[15] Ortega JIS. IMPLEMENTACIÓN DE NUEVA HERRAMIENTA DE SEGUIMIENTO ACADEMICO QUE VALIDA LA EVALUACIÓN POR COMPETENCIAS GENERICAS DENTRO DE LA FACULTAD DE INGENIERÍA DE LA UNIVERSIDAD DE LA COSTA (CUC). Revista Educación En Ingeniería 2014;9:1–11.[16] Pálvölgyi K. Implementation Through Innovation: A Literature-Based Analysis of the Tuning Project. Higher Learning Research Communications 2017;7. https://doi.org/10.18870/hlrc.v7i2.380.[17] Rochon J, Gondan M, Kieser M. To test or not to test: Preliminary assessment of normality when comparing two independent samples. BMC Medical Research Methodology 2012;12:81. https://doi.org/10.1186/1471- 2288-12-81.513508203Digital educationRemote learningEducation qualityPandemicPublicationORIGINALImpact of COVID-19 on Students' Generic Skills - A Case Study in a University from a Developing Country.pdfImpact of COVID-19 on Students' Generic Skills - A Case Study in a University from a Developing Country.pdfArtículoapplication/pdf1287607https://repositorio.cuc.edu.co/bitstreams/6cb194fb-607c-45d2-bbcd-6bdb117664a4/download415dca7dec616d55560bca5e432f6694MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.cuc.edu.co/bitstreams/27c9fc15-e012-4ac4-80b4-9a2876113cfc/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTImpact of COVID-19 on Students' Generic Skills - A Case Study in a University from a Developing Country.pdf.txtImpact of COVID-19 on Students' Generic Skills - A Case Study in a University from a Developing Country.pdf.txtExtracted texttext/plain40855https://repositorio.cuc.edu.co/bitstreams/44b91bb2-5220-4e28-a2bc-fd14c2107851/download88988d4a3b7340da5758d61927ccd341MD53THUMBNAILImpact of COVID-19 on Students' Generic Skills - A Case Study in a University from a Developing Country.pdf.jpgImpact of COVID-19 on Students' Generic Skills - A Case Study in a University from a Developing Country.pdf.jpgGenerated Thumbnailimage/jpeg13073https://repositorio.cuc.edu.co/bitstreams/ba212274-9021-46d2-a543-dc87f5efb19a/download2ca80aaa736adfdf47444c193d345cf6MD5411323/10871oai:repositorio.cuc.edu.co:11323/108712024-09-17 14:19:39.477https://creativecommons.org/licenses/by-nc-nd/4.0/© 2022 The Authors. Published by Elsevier B.V.open.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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