Analysis of self-efficacy and attitude-mediated inclusivity in higher education: a case study on the Colombian North Coast
Inclusivity is a fundamental principle of education worldwide as it fosters the general well-being of students, educators, and other parties in the education sector. Moreover, inclusive education is a multidimensional phenomenon that many factors can influence. Thus, understanding the underlying int...
- Autores:
-
Quintero, Rafael
Pertuz, Leidy
Mosalvo, Jenifer
Amador, Eric
Portnoy, Ivan
Acuña Rodríguez, Mónica
Córdova, Alejandro
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/10692
- Acceso en línea:
- https://hdl.handle.net/11323/10692
https://repositorio.cuc.edu.co
- Palabra clave:
- Self-efficacy
Attitude
Inclusive Education
Higher Education
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Analysis of self-efficacy and attitude-mediated inclusivity in higher education: a case study on the Colombian North Coast |
| title |
Analysis of self-efficacy and attitude-mediated inclusivity in higher education: a case study on the Colombian North Coast |
| spellingShingle |
Analysis of self-efficacy and attitude-mediated inclusivity in higher education: a case study on the Colombian North Coast Self-efficacy Attitude Inclusive Education Higher Education |
| title_short |
Analysis of self-efficacy and attitude-mediated inclusivity in higher education: a case study on the Colombian North Coast |
| title_full |
Analysis of self-efficacy and attitude-mediated inclusivity in higher education: a case study on the Colombian North Coast |
| title_fullStr |
Analysis of self-efficacy and attitude-mediated inclusivity in higher education: a case study on the Colombian North Coast |
| title_full_unstemmed |
Analysis of self-efficacy and attitude-mediated inclusivity in higher education: a case study on the Colombian North Coast |
| title_sort |
Analysis of self-efficacy and attitude-mediated inclusivity in higher education: a case study on the Colombian North Coast |
| dc.creator.fl_str_mv |
Quintero, Rafael Pertuz, Leidy Mosalvo, Jenifer Amador, Eric Portnoy, Ivan Acuña Rodríguez, Mónica Córdova, Alejandro |
| dc.contributor.author.none.fl_str_mv |
Quintero, Rafael Pertuz, Leidy Mosalvo, Jenifer Amador, Eric Portnoy, Ivan Acuña Rodríguez, Mónica Córdova, Alejandro |
| dc.subject.proposal.eng.fl_str_mv |
Self-efficacy Attitude Inclusive Education Higher Education |
| topic |
Self-efficacy Attitude Inclusive Education Higher Education |
| description |
Inclusivity is a fundamental principle of education worldwide as it fosters the general well-being of students, educators, and other parties in the education sector. Moreover, inclusive education is a multidimensional phenomenon that many factors can influence. Thus, understanding the underlying interactions between those factors fostering inclusivity may help to inform decisions taken by the involved parties, such as education-related policymakers. This study examines the relationship between self-efficacy and the attitudes of higher education teachers toward inclusive education. We applied two psychometric survey-like instruments: the SelfEfficacy Scale for Inclusive Teaching Practices and the University and Disability Issues Scale. The study cohort comprised 68 higher education professors from universities in Barranquilla on the Colombian North Coast. We found that professors exhibiting favorable attitudes to adjusting the curricula, as well as higher sensitization and relationships with students in situations of disability, are prone to perceive higher self-efficacy and less extra burden arising from the tasks associated with inclusive education. |
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2024 |
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Quintero, R., Pertuz, L., Mosalvo, J., Amador, E., Portnoy, I., Acuña-Rodríguez, M., & Córdova, A. (2024). Analysis of Self-efficacy and Attitude-mediated Inclusivity in Higher Education: A Case Study on the Colombian North Coast. Procedia Computer Science, 231, 539-544. |
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https://hdl.handle.net/11323/10692 |
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1877-0509 |
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Corporación Universidad de la Costa |
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Quintero, R., Pertuz, L., Mosalvo, J., Amador, E., Portnoy, I., Acuña-Rodríguez, M., & Córdova, A. (2024). Analysis of Self-efficacy and Attitude-mediated Inclusivity in Higher Education: A Case Study on the Colombian North Coast. Procedia Computer Science, 231, 539-544. 1877-0509 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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eng |
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eng |
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Procedia Computer Science |
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[1] Ministerio de Educación Nacional. (2017). Documento de orientaciones técnicas, administrativas y pedagógicas para la atención educativa a estudiantes con discapacidad en el marco de la educación inclusiva. Bogotá. https://www.mineducacion.gov.co/1780/articles-360293_foto_portada.pdf . [2] Ministerio de Salud y Protección Social de Colombia. (2019). Sala situacional de las Personas con Discapacidad. https://www.minsalud.gov.co/sites/rid/Lists/BibliotecaDigital/RIDE/DE/PS/sala-situacion-discapacidad.pdf. [3] L. Angenscheidt Bidegain and I. Navarrete Antola, “Actitudes de los docentes acerca de la educación inclusiva,” Ciencias psicológicas, vol. 11, no. 2, pp. 233–243, 2017. [4] A. Collado Sanchis, R. Tárraga Mínguez, I. Lacruz Pérez, and P. Sanz Cervera, “Análisis de actitudes y autoeficacia percibida del profesorado ante la educación inclusiva,” Educ. 2020, vol. 56, num. 2, p. 509-523, 2020. [5] D. E. Sevilla Santo, M. J. Martín Pavón, and C. Jenaro Río, “Actitud del docente hacia la educación inclusiva y hacia los estudiantes con necesidades educativas especiales,” Innovación Educ. (México, DF), vol. 18, no. 78, pp. 115–141, 2018. [6] F. Louhab, A. Bahnasse, F. Bensalah, A. Khiat, Y. Khiat, and M. Talea, “Novel approach for adaptive flipped classroom based on learning management system,” Education and Information Technologies, vol 25, pp. 755-773, 2020. [7] M. Fishbein and I. Ajzen, “Belief, attitude, intention, and behavior: An introduction to theory and research,” 1977. [8] R. Reina, S. Healy, A. Roldán, I. Hemmelmayr, and A. Klavina, “Incluye-T: a professional development program to increase the self-efficacy of physical educators towards inclusion,” Phys. Educ. Sport Pedagog., vol. 24, no. 4, pp. 319–331, 2019. [9] D. Robinson, “Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward,” Teach. Teach. Educ., vol. 61, pp. 164–178, 2017. [10] A. Bandura, “Pensamiento y Acción: Fundamentos Sociales de la Personalidad,” Ediciones Martínez Roca, SA, 1987. [11] Y. C. Moreno and A. B. Blanco, “Una revisión de la investigación educativa sobre autoeficacia y teoría cognitivo social en Hispanoamérica,” Bordón Rev. Pedagog., vol. 68, no. 4, pp. 27–47, 2016. [12] E. Emmers, D. Baeyens, and K. Petry, “Attitudes and self-efficacy of teachers towards inclusion in higher education,” Eur. J. Spec. Needs Educ., vol. 35, no. 2, pp. 139–153, 2020. [13] Ministerio de Salud y Protección Social de Colombia. (2020). Sistema integrado de información de la protección social (SISPRO). https://www.sispro.gov.co/Pages/Home.aspx. [14] G. Amador Fierros et al., “Neurodiversidad en la Educación Superior: la experiencia de los estudiantes,” Rev. la Educ. Super., vol. 50, no. 200, pp. 129–151, 2021. [15] T. Booth, M. Ainscow, K. Black-Hawkins, M. Vaughan, and L. Shaw, Índice de inclusión. Desarrollando el aprendizaje y la participación en las escuelas. 2000. [16] J. P. Castro Leal and others, “Validación de una escala de autoeficacia del profesor universitario de pregrado sobre su capacidad para implementar prácticas docentes que favorezcan la inclusión de estudiantes con discapacidad, en la Ciudad de Concepción.,” 2017. [17] A. Rodríguez-Martín and E. Álvarez-Arregui, “Universidad y discapacidad Actitudes del profesorado y de estudiantes,” Perfiles Educ., vol. 37, no. 147, pp. 86–102, 2015. [18] G. Norman, “Likert scales, levels of measurement and the ‘laws’ of statistics,” Adv. Heal. Sci. Educ., vol. 15, pp. 625–632, 2010. [19] J. H. Zar, “Significance Testing of the Spearman Rank Correlation Coefficient,” J. Am. Stat. Assoc., vol. 67, no. 339, pp. 578–580, Sep. 1972. |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)1877-0509 © 2024 The Authors. Published by Elsevier B.Vhttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Quintero, Rafael9076d62425d97267358781c090f65b5bPertuz, Leidy9c057730e2fb7ce1bb462ba69822a6aeMosalvo, Jenifer486b0d16fcacc70904e96c217f23e9f5Amador, Ericdc9b02b476dc2e9c64569d69ffb63d57Portnoy, Ivan2a4682329d10cc317867066959276bb9Acuña Rodríguez, Mónica95d18ff75fd87541c8c1749af7ed03b6Córdova, Alejandro7da146ebeb6da132c23a20072d0253402024-02-09T15:10:32Z2024-02-09T15:10:32Z2024Quintero, R., Pertuz, L., Mosalvo, J., Amador, E., Portnoy, I., Acuña-Rodríguez, M., & Córdova, A. (2024). Analysis of Self-efficacy and Attitude-mediated Inclusivity in Higher Education: A Case Study on the Colombian North Coast. Procedia Computer Science, 231, 539-544.https://hdl.handle.net/11323/106921877-0509Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.coInclusivity is a fundamental principle of education worldwide as it fosters the general well-being of students, educators, and other parties in the education sector. Moreover, inclusive education is a multidimensional phenomenon that many factors can influence. Thus, understanding the underlying interactions between those factors fostering inclusivity may help to inform decisions taken by the involved parties, such as education-related policymakers. This study examines the relationship between self-efficacy and the attitudes of higher education teachers toward inclusive education. We applied two psychometric survey-like instruments: the SelfEfficacy Scale for Inclusive Teaching Practices and the University and Disability Issues Scale. The study cohort comprised 68 higher education professors from universities in Barranquilla on the Colombian North Coast. We found that professors exhibiting favorable attitudes to adjusting the curricula, as well as higher sensitization and relationships with students in situations of disability, are prone to perceive higher self-efficacy and less extra burden arising from the tasks associated with inclusive education.6 páginasapplication/pdfengElsevier BVColombiahttps://www.sciencedirect.com/science/article/pii/S1877050923022597Analysis of self-efficacy and attitude-mediated inclusivity in higher education: a case study on the Colombian North CoastArtículo 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_970fb48d4fbd8a85ColombiaNorth CoastProcedia Computer Science[1] Ministerio de Educación Nacional. (2017). Documento de orientaciones técnicas, administrativas y pedagógicas para la atención educativa a estudiantes con discapacidad en el marco de la educación inclusiva. Bogotá. https://www.mineducacion.gov.co/1780/articles-360293_foto_portada.pdf .[2] Ministerio de Salud y Protección Social de Colombia. (2019). Sala situacional de las Personas con Discapacidad. https://www.minsalud.gov.co/sites/rid/Lists/BibliotecaDigital/RIDE/DE/PS/sala-situacion-discapacidad.pdf.[3] L. Angenscheidt Bidegain and I. Navarrete Antola, “Actitudes de los docentes acerca de la educación inclusiva,” Ciencias psicológicas, vol. 11, no. 2, pp. 233–243, 2017.[4] A. Collado Sanchis, R. Tárraga Mínguez, I. Lacruz Pérez, and P. Sanz Cervera, “Análisis de actitudes y autoeficacia percibida del profesorado ante la educación inclusiva,” Educ. 2020, vol. 56, num. 2, p. 509-523, 2020.[5] D. E. Sevilla Santo, M. J. Martín Pavón, and C. Jenaro Río, “Actitud del docente hacia la educación inclusiva y hacia los estudiantes con necesidades educativas especiales,” Innovación Educ. (México, DF), vol. 18, no. 78, pp. 115–141, 2018.[6] F. Louhab, A. Bahnasse, F. Bensalah, A. Khiat, Y. Khiat, and M. Talea, “Novel approach for adaptive flipped classroom based on learning management system,” Education and Information Technologies, vol 25, pp. 755-773, 2020.[7] M. Fishbein and I. Ajzen, “Belief, attitude, intention, and behavior: An introduction to theory and research,” 1977.[8] R. Reina, S. Healy, A. Roldán, I. Hemmelmayr, and A. Klavina, “Incluye-T: a professional development program to increase the self-efficacy of physical educators towards inclusion,” Phys. Educ. Sport Pedagog., vol. 24, no. 4, pp. 319–331, 2019.[9] D. Robinson, “Effective inclusive teacher education for special educational needs and disabilities: Some more thoughts on the way forward,” Teach. Teach. Educ., vol. 61, pp. 164–178, 2017.[10] A. Bandura, “Pensamiento y Acción: Fundamentos Sociales de la Personalidad,” Ediciones Martínez Roca, SA, 1987.[11] Y. C. Moreno and A. B. Blanco, “Una revisión de la investigación educativa sobre autoeficacia y teoría cognitivo social en Hispanoamérica,” Bordón Rev. Pedagog., vol. 68, no. 4, pp. 27–47, 2016.[12] E. Emmers, D. Baeyens, and K. Petry, “Attitudes and self-efficacy of teachers towards inclusion in higher education,” Eur. J. Spec. Needs Educ., vol. 35, no. 2, pp. 139–153, 2020.[13] Ministerio de Salud y Protección Social de Colombia. (2020). Sistema integrado de información de la protección social (SISPRO). https://www.sispro.gov.co/Pages/Home.aspx.[14] G. Amador Fierros et al., “Neurodiversidad en la Educación Superior: la experiencia de los estudiantes,” Rev. la Educ. Super., vol. 50, no. 200, pp. 129–151, 2021.[15] T. Booth, M. Ainscow, K. Black-Hawkins, M. Vaughan, and L. Shaw, Índice de inclusión. Desarrollando el aprendizaje y la participación en las escuelas. 2000.[16] J. P. Castro Leal and others, “Validación de una escala de autoeficacia del profesor universitario de pregrado sobre su capacidad para implementar prácticas docentes que favorezcan la inclusión de estudiantes con discapacidad, en la Ciudad de Concepción.,” 2017.[17] A. Rodríguez-Martín and E. Álvarez-Arregui, “Universidad y discapacidad Actitudes del profesorado y de estudiantes,” Perfiles Educ., vol. 37, no. 147, pp. 86–102, 2015.[18] G. Norman, “Likert scales, levels of measurement and the ‘laws’ of statistics,” Adv. Heal. Sci. Educ., vol. 15, pp. 625–632, 2010.[19] J. H. Zar, “Significance Testing of the Spearman Rank Correlation Coefficient,” J. Am. Stat. 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corporada 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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