Extreme poverty, violence and inclusive education in Haiti: student performance analysis from the multifactorial approach
The objective of this work is to analyze the impact of violence, crime, kidnapping and extreme poverty on the academic performance and mental health of high school and undergraduate students in public schools and colleges located in Port-au-Prince (Haiti). It is a qualitative research of a deductive...
- Autores:
-
Lindor, Moise
Carro Suárez, Marilu
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2020
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/10128
- Acceso en línea:
- https://hdl.handle.net/11323/10128
https://repositorio.cuc.edu.co
- Palabra clave:
- Violence
Education
Extreme poverty
School dropout
Perception of fear
Violencia
Educativa
Pobreza extrema
Deserción escolar
Percepción del miedo
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Extreme poverty, violence and inclusive education in Haiti: student performance analysis from the multifactorial approach |
| dc.title.translated.none.fl_str_mv |
Pobreza extrema, violencia y educación inclusiva en Haití: análisis del desempeño estudiantil desde el enfoque multifactorial |
| title |
Extreme poverty, violence and inclusive education in Haiti: student performance analysis from the multifactorial approach |
| spellingShingle |
Extreme poverty, violence and inclusive education in Haiti: student performance analysis from the multifactorial approach Violence Education Extreme poverty School dropout Perception of fear Violencia Educativa Pobreza extrema Deserción escolar Percepción del miedo |
| title_short |
Extreme poverty, violence and inclusive education in Haiti: student performance analysis from the multifactorial approach |
| title_full |
Extreme poverty, violence and inclusive education in Haiti: student performance analysis from the multifactorial approach |
| title_fullStr |
Extreme poverty, violence and inclusive education in Haiti: student performance analysis from the multifactorial approach |
| title_full_unstemmed |
Extreme poverty, violence and inclusive education in Haiti: student performance analysis from the multifactorial approach |
| title_sort |
Extreme poverty, violence and inclusive education in Haiti: student performance analysis from the multifactorial approach |
| dc.creator.fl_str_mv |
Lindor, Moise Carro Suárez, Marilu |
| dc.contributor.author.none.fl_str_mv |
Lindor, Moise Carro Suárez, Marilu |
| dc.subject.proposal.eng.fl_str_mv |
Violence Education Extreme poverty School dropout Perception of fear |
| topic |
Violence Education Extreme poverty School dropout Perception of fear Violencia Educativa Pobreza extrema Deserción escolar Percepción del miedo |
| dc.subject.proposal.spa.fl_str_mv |
Violencia Educativa Pobreza extrema Deserción escolar Percepción del miedo |
| description |
The objective of this work is to analyze the impact of violence, crime, kidnapping and extreme poverty on the academic performance and mental health of high school and undergraduate students in public schools and colleges located in Port-au-Prince (Haiti). It is a qualitative research of a deductive type and a semistructured interview to collect the data and draw the pertinent conclusions. The results show a proportion of undergraduate students in very difficult socioeconomic situations, and with fear of being kidnapped when going to school, due to violent acts. Likewise, high school students have expressed their fear of being violated, which causes various psychological disorders. It was concluded that poverty and violent events harm inclusive and continuous education, school performance, collective well-being and the tranquility of students, and the general population |
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2020 |
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2020-11-08 |
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2023-05-13T16:11:39Z |
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2023-05-13T16:11:39Z |
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Artículo de revista |
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Lindor, M. & Carro-Suárez, M. (2021). Extreme poverty, violence and inclusive education in Haiti: Student performance analysis from the multifactorial approach. Cultura, Educación y Sociedad, 12(1), 19-36. DOI: http://dx.doi.org/10.17981/cultedusoc.12.1.2021.02 |
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2145-9258 |
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10.17981/cultedusoc.12.1.2021.02 |
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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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Lindor, M. & Carro-Suárez, M. (2021). Extreme poverty, violence and inclusive education in Haiti: Student performance analysis from the multifactorial approach. Cultura, Educación y Sociedad, 12(1), 19-36. DOI: http://dx.doi.org/10.17981/cultedusoc.12.1.2021.02 2145-9258 10.17981/cultedusoc.12.1.2021.02 2389-7724 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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eng |
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Castillero, M. O. (March 8, 2017). What is social violence? In Psychology and mind. [Online]. Available: https://psicologiaymente.com/social/violencia-social#:~:text=Violencia%20 social%3A%20%C2%BFqu%C3%A9%20es%3F,o%20por%20la%20propia%20comunidad Dávila, N. G. (2006). Inductive and deductive reasoning within the research process in experimental and social sciences. Laurus, 12(1), 180–205. Available: https://biblat. unam.mx/es/revista/laurus Echeburúa, E. (2019). Violence and mental disorders. A complex relationship. Neurology journal, 69(11), 69–472. https://doi.org/10.33588/rn.6911.2019424 ECLAC. (2013). Social protection systems in Latin America and the Caribbean: Haiti. [Online]. Available: https://www.cepal.org/es/publicaciones/4050-sistemas-proteccionsocial-america-latina-caribe-haiti Educational Trends Information System in Latin America. (2005). Trends in the relationship between education and unemployment in Latin America. [Online]. Available: http://archivo.siteal.iipe.unesco.org/sites/default/files/tendencias_educacion_ desempleo.pdf Espín, J. C., Valladares, A. M., Abad, J. C., Presno, C. & Gener, N. (2008). Violence, a health problem. Cuban Journal of Comprehensive General Medicine, 24(4), 1–6. Available: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21252008000400009 Feijoó, M. & Corbetta, S. (2004). School and poverty: educational challenges in two scenarios in Greater Buenos Aires [Argentina]. [Online]. Buenos Aires: IIPE-UNESCO. Available: https://unesdoc.unesco.org/ark:/48223/pf0000142343 Gamboa, A. (november 27, 2012). Brain drain grows in poor countries. [Online]. Available in: https://aldianews.com/es/articles/politics/crece-fuga-de-cerebros-en-pa%C3%ADsespobres/30058 García, T. (2003). The questionnaire as a research/evaluation tool. [Online]. Available in: http://www.univsantana.com/sociologia/El_Cuestionario.pdf Garmendia, L. F. (2011). Violence in Latin America. Annals of the Faculty of Medicine, 72(4), 269–276. https://doi.org/10.15381/anales.v72i4.1081 González, E. G., Pardo, M. E. & Izquierdo, J. M. (2017). Violence as a public health problem in Venezuela: some reflections from the perspective of the citizen security professional. Medisan, 21(5), 642–648. Available: http://scielo.sld.cu/pdf/san/v21n5/ san20215.pdf IHSI. (2001). Survey on Living Conditions in Haiti 2001. ECVH, 2001. [Online]. Available: https://catalog.ihsn.org/index.php/catalog/4320 López, N. (2003). What’s new, man? [Document for discussion]. Buenos Aires: Mimeo. López, J. L. (2001). Scientific Methods and Hypothesis. México, D.F.: Trillas López-Roldan, P. & Fachelli, S. (2015). Social research methodology Quantitative. Barcelona: Universitat Autònoma de Barcelona. Available: https://ddd.uab.cat/pub/caplli/2016/163567/metinvsoccua_a2016_cap2-3.pdf Maya, E. (2014). Research methods and techniques. An agile proposal for presentation scientific work in the areas of architecture, urban planning and related disciplines. Ciudad de México: UNAM. Mexico. Muñoz, V. (2014). The Human Right to Education. Sinéctica Electronic journal of education, 42(1), 1–10. Available: https://sinectica.iteso.mx/index.php/SINECTICA/article/ view/67/59 Narro, J., Martuscelli, J. & Barzana, E. (Coord.) (2012). Ten-year plan to develop the National Education System. [Online]. México, D.F.: UNAM. Available: http://www. planeducativonacional.unam.mx Ortiz, F. X. (january 29, 2015). The importance of education in Mexico. Practice. [Online]. Available: https://www.gestiopolis.com/la-importancia-de-la-educacion-en-mexico-ensayo/2 Robles, A. L. (2014). Fear in the streets: the main thrill of public criminal insecurity. A criminological and gender study. Journal of the Institute of Legal Sciences of Puebla, 8(34), 81–100. http://dx.doi.org/10.35487/RIUS.V8I34.2014.123 Plazaola-Castaño, J. & Ruíz, I. (2004). Violence against women in the couple and consequences on physical and mental health. Clinical Medicine, 122(12), 461–467. https:// doi.org/10.1016/S0025-7753(04)74273-6 Sánchez, C. J. (2016). Insecurity and unemployment. Population and Development Magazine, 29(16), 94–106. Available: https://dialnet.unirioja.es/descarga/articulo/5654297. pdf Sánchez, R. A. (2015). Student’s T. Uses and abuses. Mexican cadiology magazine, 26(1), México, D.F. Available: https://www.medigraphic.com/cgi-bin/new/resumen. cgi?IDARTICULO=56921 Sarabia, S. (2018). Violence: a public health priority. Journal of Neuro-Psychiatry, 81(1), 1–8. http://dx.doi.org/https://doi.org/10.20453/rnp.v81i1.3267 UN. (2013). Peace and Security. [Online]. Available: https://www.un.org/es/sections/issues-depth/peace-and-security/index.html Schenone, M. & Narodowski, M. (2018). The educability in the educational agenda. A Hybrid Method. [Online]. Available: https://www.researchgate.net/publication/327189371_LA_EDUCABILIDAD_en_la_agenda_educativa_Un_Metodo_hibrido UN. (2016). Ending poverty. [Online].Available: https://www.un.org/es/sections/issuesdepth/poverty/index.html UN. UNDP. (2013). Human Development Report for Latin America 2013-2014. [Online]. Available: https://www.latinamerica.undp.org/content/rblac/en/home/library/human_development/informe-regionalde-desarrollo-humano2013-2014-.html UNESCO. (october 10, 2018). What you need to know about the right to education. [Online]. Available: https://en.unesco.org/news/what-you-need-know-about-right-education UNESCO. (2016). Education Policies Recommendations in Latin America based on Terce. [Online]. Santiago de Chile: OREALC/UNESCO. Available: http://www. unesco.org/new/fileadmin/MULTIMEDIA/FIELD/Santiago/pdf/Education-PoliciesRecommendations.pdf UNICEF. (2010). Children in Haiti. Achievements and perspectives six months after the Earthquake. [Online]. Available: https://www.unicef.org/Infancia_en_Haiti-_6_meses_despues.pdf Vinces, E. (2006). Violence and mental illness. Spanish Journal of Penitentiary Health, 8(3), 95–99. Available: http://www.sanipe.es/OJS/index.php/RESP/article/view/119/279 Vidal, F. (2008). The new accelerators of remoderned violence. In: A. Garcia-Mina (Coord.), New scenarios of violence. Reflections Quotes Social Sciences I (pp. 17–46). Madrid: Universidad Pontificia Comillas de Madrid. WHO. (2013). Global and regional estimates of violence against women: prevalence and health effects of intimate partner violence and non-partner sexual violence. Ginebra: WHO. Available: http://www.who.int/reproductivehealth/publications/violence/9789241564625/en/ |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)Derechos de autor 2020 CULTURA EDUCACIÓN Y SOCIEDADhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Lindor, MoiseCarro Suárez, Marilu2023-05-13T16:11:39Z2023-05-13T16:11:39Z2020-11-08Lindor, M. & Carro-Suárez, M. (2021). Extreme poverty, violence and inclusive education in Haiti: Student performance analysis from the multifactorial approach. Cultura, Educación y Sociedad, 12(1), 19-36. DOI: http://dx.doi.org/10.17981/cultedusoc.12.1.2021.022145-9258https://hdl.handle.net/11323/1012810.17981/cultedusoc.12.1.2021.022389-7724Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.coThe objective of this work is to analyze the impact of violence, crime, kidnapping and extreme poverty on the academic performance and mental health of high school and undergraduate students in public schools and colleges located in Port-au-Prince (Haiti). It is a qualitative research of a deductive type and a semistructured interview to collect the data and draw the pertinent conclusions. The results show a proportion of undergraduate students in very difficult socioeconomic situations, and with fear of being kidnapped when going to school, due to violent acts. Likewise, high school students have expressed their fear of being violated, which causes various psychological disorders. It was concluded that poverty and violent events harm inclusive and continuous education, school performance, collective well-being and the tranquility of students, and the general populationEl objetivo de este trabajo es analizar el impacto de la violencia, el crimen, los secuestros y la pobreza extrema en el rendimiento académico y la salud mental de los alumnos de bachillerato y de licenciatura de las escuelas y facultades públicas ubicadas en Puerto Príncipe (Haití). Es una investigación cualitativa de tipo deductivo y entrevista semi-estructurada para recolectar los datos y sacar las conclusiones pertinentes. Los resultados evidencian una proporción de estudiantes de licenciatura en situaciones socioeconómicas muy difíciles, y con miedo a ser secuestrados al momento de ir a la escuela, por los actos violentos. Asimismo, los alumnos de bachillerato han expresado su temor a ser violentados, lo que provoca diversos trastornos psicológicos. Se concluyó que la pobreza y los sucesos violentos perjudican la educación inclusiva y continua, el rendimiento escolar, el bienestar colectivo y la tranquilidad de los estudiantes, y la población en general18 páginasapplication/pdfengCorporación Universidad de la CostaColombiahttps://revistascientificas.cuc.edu.co/culturaeducacionysociedad/article/view/2875Extreme poverty, violence and inclusive education in Haiti: student performance analysis from the multifactorial approachPobreza extrema, violencia y educación inclusiva en Haití: análisis del desempeño estudiantil desde el enfoque multifactorialArtículo 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_970fb48d4fbd8a85HaitiCultura Educación y SociedadCastillero, M. O. (March 8, 2017). What is social violence? In Psychology and mind. [Online]. Available: https://psicologiaymente.com/social/violencia-social#:~:text=Violencia%20 social%3A%20%C2%BFqu%C3%A9%20es%3F,o%20por%20la%20propia%20comunidadDávila, N. G. (2006). Inductive and deductive reasoning within the research process in experimental and social sciences. Laurus, 12(1), 180–205. Available: https://biblat. unam.mx/es/revista/laurusEcheburúa, E. (2019). Violence and mental disorders. A complex relationship. Neurology journal, 69(11), 69–472. https://doi.org/10.33588/rn.6911.2019424ECLAC. (2013). Social protection systems in Latin America and the Caribbean: Haiti. [Online]. Available: https://www.cepal.org/es/publicaciones/4050-sistemas-proteccionsocial-america-latina-caribe-haitiEducational Trends Information System in Latin America. (2005). Trends in the relationship between education and unemployment in Latin America. [Online]. Available: http://archivo.siteal.iipe.unesco.org/sites/default/files/tendencias_educacion_ desempleo.pdfEspín, J. C., Valladares, A. M., Abad, J. C., Presno, C. & Gener, N. (2008). Violence, a health problem. Cuban Journal of Comprehensive General Medicine, 24(4), 1–6. Available: http://scielo.sld.cu/scielo.php?script=sci_arttext&pid=S0864-21252008000400009Feijoó, M. & Corbetta, S. (2004). School and poverty: educational challenges in two scenarios in Greater Buenos Aires [Argentina]. [Online]. Buenos Aires: IIPE-UNESCO. Available: https://unesdoc.unesco.org/ark:/48223/pf0000142343Gamboa, A. (november 27, 2012). Brain drain grows in poor countries. [Online]. Available in: https://aldianews.com/es/articles/politics/crece-fuga-de-cerebros-en-pa%C3%ADsespobres/30058García, T. (2003). The questionnaire as a research/evaluation tool. [Online]. Available in: http://www.univsantana.com/sociologia/El_Cuestionario.pdfGarmendia, L. F. (2011). Violence in Latin America. Annals of the Faculty of Medicine, 72(4), 269–276. https://doi.org/10.15381/anales.v72i4.1081González, E. G., Pardo, M. E. & Izquierdo, J. M. (2017). Violence as a public health problem in Venezuela: some reflections from the perspective of the citizen security professional. Medisan, 21(5), 642–648. Available: http://scielo.sld.cu/pdf/san/v21n5/ san20215.pdfIHSI. (2001). Survey on Living Conditions in Haiti 2001. ECVH, 2001. [Online]. Available: https://catalog.ihsn.org/index.php/catalog/4320López, N. (2003). What’s new, man? [Document for discussion]. Buenos Aires: Mimeo.López, J. L. (2001). Scientific Methods and Hypothesis. México, D.F.: TrillasLópez-Roldan, P. & Fachelli, S. (2015). Social research methodology Quantitative. Barcelona: Universitat Autònoma de Barcelona. Available: https://ddd.uab.cat/pub/caplli/2016/163567/metinvsoccua_a2016_cap2-3.pdfMaya, E. (2014). Research methods and techniques. An agile proposal for presentation scientific work in the areas of architecture, urban planning and related disciplines. Ciudad de México: UNAM. Mexico.Muñoz, V. (2014). The Human Right to Education. Sinéctica Electronic journal of education, 42(1), 1–10. Available: https://sinectica.iteso.mx/index.php/SINECTICA/article/ view/67/59Narro, J., Martuscelli, J. & Barzana, E. (Coord.) (2012). Ten-year plan to develop the National Education System. [Online]. México, D.F.: UNAM. Available: http://www. planeducativonacional.unam.mxOrtiz, F. X. (january 29, 2015). The importance of education in Mexico. Practice. [Online]. Available: https://www.gestiopolis.com/la-importancia-de-la-educacion-en-mexico-ensayo/2Robles, A. L. (2014). Fear in the streets: the main thrill of public criminal insecurity. A criminological and gender study. Journal of the Institute of Legal Sciences of Puebla, 8(34), 81–100. http://dx.doi.org/10.35487/RIUS.V8I34.2014.123Plazaola-Castaño, J. & Ruíz, I. (2004). Violence against women in the couple and consequences on physical and mental health. Clinical Medicine, 122(12), 461–467. https:// doi.org/10.1016/S0025-7753(04)74273-6Sánchez, C. J. (2016). Insecurity and unemployment. Population and Development Magazine, 29(16), 94–106. Available: https://dialnet.unirioja.es/descarga/articulo/5654297. pdfSánchez, R. A. (2015). Student’s T. Uses and abuses. Mexican cadiology magazine, 26(1), México, D.F. Available: https://www.medigraphic.com/cgi-bin/new/resumen. cgi?IDARTICULO=56921Sarabia, S. (2018). Violence: a public health priority. Journal of Neuro-Psychiatry, 81(1), 1–8. http://dx.doi.org/https://doi.org/10.20453/rnp.v81i1.3267UN. (2013). Peace and Security. [Online]. Available: https://www.un.org/es/sections/issues-depth/peace-and-security/index.htmlSchenone, M. & Narodowski, M. (2018). The educability in the educational agenda. A Hybrid Method. [Online]. Available: https://www.researchgate.net/publication/327189371_LA_EDUCABILIDAD_en_la_agenda_educativa_Un_Metodo_hibridoUN. (2016). Ending poverty. [Online].Available: https://www.un.org/es/sections/issuesdepth/poverty/index.htmlUN. UNDP. (2013). 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Available: http://www.who.int/reproductivehealth/publications/violence/9789241564625/en/3619112ViolenceEducationExtreme povertySchool dropoutPerception of fearViolenciaEducativaPobreza extremaDeserción escolarPercepción del miedoPublicationORIGINALPobreza extrema, violencia y educación inclusiva en Haití Análisis del desempeño estudiantil desde el enfoque multifactorial.pdfPobreza extrema, violencia y educación inclusiva en Haití Análisis del desempeño estudiantil desde el enfoque multifactorial.pdfArtículoapplication/pdf538542https://repositorio.cuc.edu.co/bitstreams/554d5755-eb40-492b-a52a-94525474c16d/download9544b84a018feef34f55018d6efde47fMD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.cuc.edu.co/bitstreams/829b19a8-025c-4059-adb2-4679cd9e7c72/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTPobreza extrema, violencia y educación inclusiva en Haití Análisis del desempeño estudiantil desde el enfoque multifactorial.pdf.txtPobreza extrema, violencia y educación inclusiva en Haití Análisis del desempeño estudiantil desde el enfoque multifactorial.pdf.txtExtracted texttext/plain54625https://repositorio.cuc.edu.co/bitstreams/e573882d-cc30-4445-807c-d36cb88399c0/downloadb8cc7adc0486d4af964fd6859c830d04MD53THUMBNAILPobreza extrema, violencia y educación inclusiva en Haití Análisis del desempeño estudiantil desde el enfoque multifactorial.pdf.jpgPobreza extrema, violencia y educación inclusiva en Haití Análisis del desempeño estudiantil desde el enfoque multifactorial.pdf.jpgGenerated Thumbnailimage/jpeg12249https://repositorio.cuc.edu.co/bitstreams/d7503a78-e0f4-463c-953e-3b5815d29ced/downloadae66559b5509b6e0ca565bea78a019b0MD5411323/10128oai:repositorio.cuc.edu.co:11323/101282024-09-17 10:53:04.516https://creativecommons.org/licenses/by-nc-nd/4.0/Derechos de autor 2020 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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