Cognitive strategies and textual genres in the teaching and evaluation of advanced reading comprehension (ARC)
In the last decade, published data on the performance of Colombian students have concerned educators and researchers, making critical reading one of the priorities of Colombian education. That is why this article presents the results of a study carried out in a Latin American university in which the...
- Autores:
-
García-Sánchez, Jesús-Nicasio
García Martín, Judit
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2021
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/9545
- Acceso en línea:
- https://hdl.handle.net/11323/9545
https://repositorio.cuc.edu.co/
- Palabra clave:
- Advanced reading comprehension
Instruction strategies
Assessment systems
Generic competences across curriculum
Higher education
- Rights
- openAccess
- License
- Atribución 4.0 Internacional (CC BY 4.0)
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Cognitive strategies and textual genres in the teaching and evaluation of advanced reading comprehension (ARC) |
| title |
Cognitive strategies and textual genres in the teaching and evaluation of advanced reading comprehension (ARC) |
| spellingShingle |
Cognitive strategies and textual genres in the teaching and evaluation of advanced reading comprehension (ARC) Advanced reading comprehension Instruction strategies Assessment systems Generic competences across curriculum Higher education |
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Cognitive strategies and textual genres in the teaching and evaluation of advanced reading comprehension (ARC) |
| title_full |
Cognitive strategies and textual genres in the teaching and evaluation of advanced reading comprehension (ARC) |
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Cognitive strategies and textual genres in the teaching and evaluation of advanced reading comprehension (ARC) |
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Cognitive strategies and textual genres in the teaching and evaluation of advanced reading comprehension (ARC) |
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Cognitive strategies and textual genres in the teaching and evaluation of advanced reading comprehension (ARC) |
| dc.creator.fl_str_mv |
García-Sánchez, Jesús-Nicasio García Martín, Judit |
| dc.contributor.author.none.fl_str_mv |
García-Sánchez, Jesús-Nicasio García Martín, Judit |
| dc.subject.proposal.eng.fl_str_mv |
Advanced reading comprehension Instruction strategies Assessment systems Generic competences across curriculum Higher education |
| topic |
Advanced reading comprehension Instruction strategies Assessment systems Generic competences across curriculum Higher education |
| description |
In the last decade, published data on the performance of Colombian students have concerned educators and researchers, making critical reading one of the priorities of Colombian education. That is why this article presents the results of a study carried out in a Latin American university in which the perceptions of students and professors are analyzed regarding the strategies and textual genres used to work and cross-evaluate the advanced reading comprehension (ARC). This study is materialized in the application of an ad hoc online questionnaire, in its two versions (students and teachers), designed through Survey Monkey. For this, it has the participation of 182 teachers and 2,775 students. There are several trends in the use of specific textual strategies and typologies to work and evaluate ARC, by both, depending on the department of assignment. The evidence found is provided and evaluated considering the implications for cross-curricular instruction and assessment in higher education in Latin America, including study limitations and prospects for overcoming them. |
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2021 |
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2021-09-12 |
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2022-09-30T00:45:04Z |
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2022-09-30T00:45:04Z |
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García-Sánchez J-N and García-Martín J (2021) Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC). Front. Psychol. 12:723281. doi: 10.3389/fpsyg.2021.723281 |
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10.3389/fpsyg.2021.723281 |
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1664-1078 |
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Corporación Universidad de la Costa |
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REDICUC - Repositorio CUC |
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García-Sánchez J-N and García-Martín J (2021) Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC). Front. Psychol. 12:723281. doi: 10.3389/fpsyg.2021.723281 10.3389/fpsyg.2021.723281 1664-1078 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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Frontiers in Psychology |
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R., and Conde, M. E. (2019a). Teacher evaluation systems and methodologies and their impact on generic competences (EMICOG-PROFESORS). Int J. Dev. Educ. Psychol. 31, 325-336. doi: 10.17060/ijodaep.2019.n1.v3.1498 García-Martín, J., García, J. N., Inciarte, A. J., Marín, F. V., Sánchez, E. R., and Conde, M. E. (2019b). Teacher evaluation systems and methodologies and their impact on generic competences (EMICOG-STUDENTS). Int J. Dev. Educ. Psychol. 31, 337-352. doi: 10.17060/ijodaep.2019.n1.v3.1499 García-Martín, J., and García-Martín, S. (2021). Uso de herramientas digitales para la docencia durante la pandemia COVID-19. Rev. Española Educ. Comparada 38, 151–173. doi: 10.5944/reec.38.2021.27816 García-Martín, J., and García-Sánchez, J. N. (2020). Methodologies used by University lecturers in teaching and assessment of reading competence. Ocnos 19, 55–71. doi: 10.18239/ocnos_2020.19.3.2378 Graham, S. (2021). Through the looking glass: reflections of a writing scholar. Acquired wisdom series. Educ. Rev. 28, 1-21. doi: 10.14507/er.v28.3209 Graham, S., Liu, X., Ng, C., Bartlett, B., Harris, K. R., and Kavanauge, C. (2018). Effectiveness of literacy programs balancing reading and writing instruction: a meta-analysis. Read. Res. Q. 53, 279–304. doi: 10.1002/rrq.194 Habók, A., and Magyar, A. (2018). Validation of a self-regulated foreign language learning strategy questionnaire through multidimensional modelling. Front. Psychol. 9:1388. doi: 10.3389/fpsyg.2018.01388 Hatlevik, I. K. R., and Hatlevik, O. E. (2018). Examining the relationship between teachers' ICT self-efficacy for educational purposes, collegia collaboration, lack of facilitation and the use of ICT in teaching practice. Front. Psychol. 9:935. doi: 10.3389/fpsyg.2018.00935 He, P., Zhou, Q., Zhao, H., Jiang, C., and Wu, Y. J. (2020). Compulsory citizenship behavior and employee creativity: creative self-efficacy as a mediator and negative affect as a moderator. Front. Psychol. 11:1640. doi: 10.3389/fpsyg.2020.01640 Inciarte, A. J., García, J. N., Sánchez, E. R., Marín, F. V., Conde, M. E., Castillo, J. S., et al. (2019). Impact of evaluation and teacher methodologies in the development of generic competences. Int. J. Dev. Educ. Psychol. 31, 221-230. doi: 10.17060/ijodaep.2019.n1.v3.1475 Jiménez, D., González, J. J., and Tornel, M. (2020). Active methodologies in the university and their relationship with teaching approaches. Profesorado. Revista de Currículum y Formación de Profesorado 24, 76–94. Li, J., Ye, H., Tang, Y., Zhou, Z. y, and Hu, X. (2018). What are the effects of self-regulation phases and strategies for Chinese students? A meta-analysis of two decades research of the association between self-regulation and academic performance. Front. Psychol. 9, 1–13. doi: 10.3389/fpsyg.2018.02434 López, P., Torrance, M., Rijlaarsdam, G., and Fidalgo, R. (2021). Evaluating effects of different forms of revision instruction in upper-primary students. 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Office of Special Education Programs, EEUU: Department of Education. Available online at: https://www2.ed.gov/about/offices/list/osers/programs.html Utama, C., Sajidan Nurkamto, J., and Wiranto. (2020). The instrument development to measure higher-order thinking skills for pre-service biology teacher. Int. J. Instr. 13, 833–848. doi: 10.29333/iji.2020.13451a Uttl, B., White, C. A., and Wong, D. (2017). Meta-analysis of faculty's teaching effectiveness: student evaluation of teaching ratings and student learning are not related. Stud. Educ. Eval. 54, 22-42. doi: 10.1016/j.stueduc.2016.08.007 Valero, M. J., Vázquez, B., and Cassany, D. (2015). Unraveling the web: the critical reading of foreign language learners in digital environments. Ocnos 13, 7-23. doi: 10.18239/ocnos_2015.13.01 Van Ockenburg, L., Daphne van Weijen, D., and Rijlaarsdam, G. (2019). Learning to write synthesis texts: a review of intervention studies. J. Writ. Res. 10, 401-428. doi: 10.17239/jowr-2019.10.03.01 Yunusa, A. A., and Umar, I. N. (2021). A scoping review of critical predictive factors (CPFs) of satisfaction and perceived learning outcomes in E-learning environments. Educ. Inf. Technol. 26, 1223–1270. doi: 10.1007/s10639-020-10286-1 Zeng, G., Chen, X., Cheung, H. Y., and Peng, K. (2019). Teachers' growth mindset and work engagement in the Chinese educational context: well-being and perseverance of effort as mediators. Front. Psychol. 10:839. doi: 10.3389/fpsyg.2019.00839 Zhao, H., and Zhang, X. (2017). The influence of field teaching practice on pre-service teachers' professional identity: a mixed methods study. Front. Psychol. 8:1264. doi: 10.3389/fpsyg.2017.01264 |
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Atribución 4.0 Internacional (CC BY 4.0)© 2022 Frontiers Media S.A. All rights reservedhttps://creativecommons.org/licenses/by/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2García-Sánchez, Jesús-NicasioGarcía Martín, Judit2022-09-30T00:45:04Z2022-09-30T00:45:04Z2021-09-12García-Sánchez J-N and García-Martín J (2021) Cognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC). Front. Psychol. 12:723281. doi: 10.3389/fpsyg.2021.723281https://hdl.handle.net/11323/954510.3389/fpsyg.2021.7232811664-1078Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/In the last decade, published data on the performance of Colombian students have concerned educators and researchers, making critical reading one of the priorities of Colombian education. That is why this article presents the results of a study carried out in a Latin American university in which the perceptions of students and professors are analyzed regarding the strategies and textual genres used to work and cross-evaluate the advanced reading comprehension (ARC). This study is materialized in the application of an ad hoc online questionnaire, in its two versions (students and teachers), designed through Survey Monkey. For this, it has the participation of 182 teachers and 2,775 students. There are several trends in the use of specific textual strategies and typologies to work and evaluate ARC, by both, depending on the department of assignment. The evidence found is provided and evaluated considering the implications for cross-curricular instruction and assessment in higher education in Latin America, including study limitations and prospects for overcoming them.17 páginasapplication/pdfengFrontiers Media S.A.Switzerlandhttps://www.frontiersin.org/articles/10.3389/fpsyg.2021.723281/fullCognitive strategies and textual genres in the teaching and evaluation of advanced reading comprehension (ARC)Artículo 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_970fb48d4fbd8a85Frontiers in PsychologyArias, D. H., Díaz, O. C., Garzón, I., León, A. C., Rodríguez, S. P., and Valbuena, E. O. (2018). Between the Demands of Quality and the Conditions of Inequality: Initial Teacher Training in Colombia. Bogotá: UPN. Available online at: http://repositorio.pedagogica.edu.co/handle/2~0.500.12209/7826Barnet, R. (2001). The Limits of Competition. Knowledge, Higher Education and Society. Barcelona: Gedisa.Brodsky, J. E., Brooks, P. J., Scimeca, D., Todorova, R., Galati, P., Batson, M., et al. (2021). Improving college students' fact-checking strategies through lateral reading instruction in a general education civics course. Cogn. Res. 6:23. doi: 10.1186/s41235-021-00291-4Cabeza, L., Lombana, J., and Castrillón, J. (2020). External factors in the performance of generic state tests (Saber Pro) of English in business and related students in Colombia. Rev. Iberoam. Educ. Super. 11, 182–200. doi: 10.22201/iisue.20072872e.2020.30.595Cabrera, L., Sokolow, J., and Cabrera, D. (2021). “Developing and validating a measurement of systems thinking: the systems thinking and metacognitive inventory (STMI),” in Routledge Handbook of Systems Thinking, eds D. Cabrera, L. Cabrera, and G. 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Psychol. 8:1264. doi: 10.3389/fpsyg.2017.0126417112Advanced reading comprehensionInstruction strategiesAssessment systemsGeneric competences across curriculumHigher educationPublicationORIGINALCognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC).pdfCognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC).pdfArtículoapplication/pdf1320033https://repositorio.cuc.edu.co/bitstreams/36b50f44-c9fd-4bef-88fe-c742e07551d4/download79ed33934c020be4c722d02d849b6925MD51LICENSElicense.txtlicense.txttext/plain; charset=utf-814828https://repositorio.cuc.edu.co/bitstreams/901c0bf2-6a0b-4754-a1ea-708b6668e776/download2f9959eaf5b71fae44bbf9ec84150c7aMD52TEXTCognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC).pdf.txtCognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC).pdf.txtExtracted texttext/plain72169https://repositorio.cuc.edu.co/bitstreams/33f210e7-2556-4643-a919-abb812adf1dc/downloadbdefe31fe4ebcd0c01739559f6c43b45MD53THUMBNAILCognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC).pdf.jpgCognitive Strategies and Textual Genres in the Teaching and Evaluation of Advanced Reading Comprehension (ARC).pdf.jpgGenerated Thumbnailimage/jpeg15209https://repositorio.cuc.edu.co/bitstreams/64dca6a7-cfbe-4e87-b7f8-fead68982b36/downloadefeeb975fdbb4aeed28a86549f7ab218MD5411323/9545oai:repositorio.cuc.edu.co:11323/95452024-09-16 16:44:57.815https://creativecommons.org/licenses/by/4.0/© 2022 Frontiers Media S.A. 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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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