An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competence
1 recurso en línea (101 páginas) : ilustraciones color, tablas, figuras.
- Autores:
-
Triana Rocha, Sherly Yojana
Castellanos Avila, Liliana Andrea
Cruz Bernal, Daniel Alirio
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2019
- Institución:
- Universidad Pedagógica y Tecnológica de Colombia
- Repositorio:
- RiUPTC: Repositorio Institucional UPTC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.uptc.edu.co:001/2903
- Acceso en línea:
- http://repositorio.uptc.edu.co/handle/001/2903
- Palabra clave:
- Lenguaje y educación - Enseñanza
Comunicación intercultural
Comunicación multilingüe
Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas
Intercultural Competence
Rhythms
Local culture
Target culture
- Rights
- openAccess
- License
- Copyright (c) 2019 Universidad Pedagógica y Tecnológica de Colombia
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An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competence |
| title |
An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competence |
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An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competence Lenguaje y educación - Enseñanza Comunicación intercultural Comunicación multilingüe Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Intercultural Competence Rhythms Local culture Target culture |
| title_short |
An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competence |
| title_full |
An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competence |
| title_fullStr |
An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competence |
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An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competence |
| title_sort |
An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competence |
| dc.creator.fl_str_mv |
Triana Rocha, Sherly Yojana Castellanos Avila, Liliana Andrea Cruz Bernal, Daniel Alirio |
| dc.contributor.advisor.spa.fl_str_mv |
Rodríguez Tamayo, Ilba Yaneth |
| dc.contributor.author.none.fl_str_mv |
Triana Rocha, Sherly Yojana Castellanos Avila, Liliana Andrea Cruz Bernal, Daniel Alirio |
| dc.subject.armarc.none.fl_str_mv |
Lenguaje y educación - Enseñanza Comunicación intercultural Comunicación multilingüe Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas |
| topic |
Lenguaje y educación - Enseñanza Comunicación intercultural Comunicación multilingüe Licenciatura en Idiomas Modernos - Tesis y disertaciones académicas Intercultural Competence Rhythms Local culture Target culture |
| dc.subject.proposal.spa.fl_str_mv |
Intercultural Competence Rhythms Local culture Target culture |
| description |
1 recurso en línea (101 páginas) : ilustraciones color, tablas, figuras. |
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2019 |
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2019-10-15T20:46:21Z |
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2019-10-15T20:46:21Z |
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2019 |
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Trabajo de grado - Pregrado |
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Triana Rocha, S. Y., Castellanos Avila, L. A. & Cruz Bernal, D. A. (2019). An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competence. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2903 |
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http://repositorio.uptc.edu.co/handle/001/2903 |
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Triana Rocha, S. Y., Castellanos Avila, L. A. & Cruz Bernal, D. A. (2019). An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competence. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2903 |
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eng |
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eng |
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Andrews, A. (1997). Language, Rhythm, and Sound: Black Popular Cultures into the Twenty-first Century, Pittsburgh, Pa: University of Pittsburgh Press, 19-22. Arias, E. (2017). Translingüismo y aprendizaje integrado de lengua y contenido como un modelo de educación bilingüe dinámica en dos colegios públicos de Pereira (doctoral dissertation). Universidad Tecnológica de Pereira, Risaralda, Colombia. Baker, W. (2011) From cultural awareness to intercultural awareness: culture in ELT. ELT Jornal, 66(1), 62-70 Bennett, M. J. (2004). Becoming interculturally competent. In J.S. Wurzel (Ed.), Toward multiculturalism: A reader in multicultural education, 2, 62-77. Blasco, J. L., Bueno, V. y Torregrosa, D. (2004). Educación intercultural. Valencia, España: Generalitat Valenciana. Bubas, Goran & Coric, Ana & Orehovački, Tihomir. (2011). The integration of students' artifacts created with Web 2.0 tools into Moodle, blog, wiki, e-portfolio and Ning. Varaždin, Croatia. Burns, A. (1991). Collaborative Action Research for English Language Teaching. Retrieved from http://catdir.loc.goc/catdir/samples/cam032/99208715.pdf. Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual Matters Byram, M., Buttjes, Dieter. (1990). Mediating Languages and Cultures, UK: Multilingual Matters. Byram, M., Nichols, A. & Stivens, D. (Eds.). (2001). Developing Intercultural Competence in Practice. Clevedon, UK: Multilingual Matters Ltd. Cameron, D., Bentley, J., & Grahn, J. (2015). Cross-Cultural Influences on Rhythm Processing: Reproduction, Discrimination, and Beat Tapping. Frontiers in Psychology. 6. Cardenas, I. (2018). Materials to Develop Intercultural Communicative Competence in an EFL Context. Bogotá, Colombia. Carreño, L. (2018). Promoting Meaningful Encounters as a Way to Enhance Intercultural Competences. Colomb. appl. linguist. j., 20(1), pp. 120-135. Carvajal Sanchez, Benilda Carolina. (2013) Exploring students‟ cultural knowledge through a cultural awareness project in the EFL classroom in Floresta, Boyacá. Castañeda Usaquén, Mireya Esther. (2012) Conciencia intercultural de los estudiantes adolescentes al usar materiales basados en la cultura en la clase de inglés. Problemas de perfil en el desarrollo profesional de los docentes, 14 (1), 29-48. Recuperado el 19 de agosto de 2019 de http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902012000100003&lng=en&tlng=en. Chlopek, Z. (2008). The Intercultural Approach to EFL Teaching and Learning. English Teaching Forum, 10–19. Clarke, V. & Braun, V. (2013) Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123. Creswell, J. (2003). Research design. Qualitative, quantitative and mixed methods and approaches. London: SAGE Publications. Davi, S (1984). Managing corporate culture. Cambridge, MA: Ballinger Press. Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in Intercultural Education, 10, 241–266. Emerson, Robert M., Fretz, Rachel I. and Shaw, Linda L. (1995) Writing Ethnographic Fieldnotes. Chicago: University of Chicago Press Gill, P; Stewart, K; Treasure, E, and Chadwick, B.(2008). “Methods of data collection in qualitative research: interviews and focus groups”. Faculty of Health, Sport and Science, University of Glamorgan, Pontypridd. Hamo, M., Blum-Kulka, S., & Hacohen, G. (2004). From observation to transcription and back: Theory, practice, and interpretation in the analysis of children‟s naturally occurring discourse. Research on Language and Social Interaction, 37(1), 71-92. Kim, Y. Y. (2009). The identity factor in intercultural competence. Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford: Oxford Press. Krieger, D. 2005. Teaching ESL versus EFL: Principles and practices. English Teaching Forum 43 (2): 8–17. Larzen-Ostermark. E. (2008). The Intercultural Dimension in EFL-teaching: A study of conceptions among Finland-Swedish comprehensive school teachers. [Electronic version]. Scandinavian Journal of reflections 25 (1) January – June 2018 23 Educational Research. 52(5), 527-547 Liddicoat, A. J. (2002). Static and dynamic views of culture and intercultural language acquisition. Babel. Madrid, D. (2000). Observation and research in the classroom: in teaching English as a Foreign Language. Barcelona: the Australian institute. Maguire, M & Delahunt, B. (2017). Doing a Thematic Analysis: A Practical, Step-by- Step Guide for Learning and Teaching Scholars. Dundalk Institute of Technology. Volume, Number 3 (autumn 2017) Marques-Schäfer, G.; Menezes, D.A.; Zyngier, S (2018). Assessing Intercultural Competence in Language Teacher Education. Pandaemonium, São Paulo, v. 21, n. 35, set. -dez. 2018, p. 144-169. Marshall MN. The key informant technique. Fam Pract 1996; 13: 92-97. Mason, J. (2002). “Qualitative Researching Second Edition” Trowbridge, Great Britain. Sage publications. MEN. (2016). Programa Nacional de Bilingüismo 2014- 2019. Retrieved from: https://www.mineducacion.gov.co/1621/articles132560_recurso_pdf_programa_nacional_bilinguismo.pdf. Mitchell, R., Myles, F. (2004). Segundas teorías del aprendizaje de idiomas (2ª ed.). Londres: Hodder Arnold. Mora, Y.; Escarbajal, A. (2018). Evaluation of some classroom workshops about the intercultural competence in a BA in Teaching. Revista Iberoamericana de Educación, vol. 77, núm. 2, pp. 77-94. Morgan D L. The focus group guidebook. London: Sage Publications, 1998. Nieto, S. (1999). The Light in Their Eyes: Creating Multicultural Learning Communities. Ormrod, J. (2005). Using Student and Teacher Artifacts as Case Studies in Educational Psychology. The Clearing House, 78(5), 213-217. Retrieved from http://www.jstor.org/stable/30189911. Paricio Tato, M. S. (2014). Competencia intercultural en la enseñanza de lenguas extranjeras. Pérez Aldeguer, S. (2013). Evaluación de un programa para el desarrollo de la competencia intercultural a través de la educación rítmica en educación primaria. Revista Electrónica de Investigación Educativa, 15(3), 124-138. Recuperado de http://redie.uabc.mx/vol15no3/contenido-perezaldeguer.html. Phillipi, J. (2017) “A Guide to Field Notes for Qualitative Research: Context and Conversation”.Vol 28, Issue 3, 2017. Ramos Holguín, B., Aguirre Morales, J. & Torres Cepeda, N. (2018). Enhancing EFL Speaking In Rural Settings. Challenges and Opportunities for Material Developers. Tunja: Editorial Uptc. Ramos Holguín, B. (2013). Towards the Development of Intercultural Competence Skills: A Pedagogical Experience with Pre-Service Teachers. HOW Journal, 20(1), 206-225. Retrieved from https://www.howjournalcolombia.org/index.php/how/article/view/31. Rico, T. 2012. Language Teaching Materials as Mediator for ICC Development: a Challenge for Materials Developers. Signo pensam. [Online]. 2012, vol.31, n.60, pp.130-154. ISSN 0120-4823. Ruiz, M. (2004). Metodología para la Formación en Educación Intercultural. Madrid: Colección Cuadernos de Educación Intercultural, Ministerio de Educación y Ciencia. Sandoval, C. (1996). La formulación y el diseño de los procesos de investigación social cualitativos. En Sandoval, C. (1996). Investigación Cualitativa. Bogotá: Instituto Colombiano para el Fomento de la Educación Superior; pp. 111-128. Sawyer, R. (2011). "The Impact of New Social Media on Intercultural Adaptation" Senior Honors Projects. Paper 242. Retrieved from: http://digitalcommons.uri.edu/srhonorsprog/242http://digitalcommons.uri.edu/srhonorsprog/242. Sercu, L., Bandura, E., Castro, P., Davcheva, C. Laskaridou, U. Lundgren, G. M. del Carmen Méndes, & P. Ryan (2005). Foreign Language Teachers and Intercultural Competence. An International Investigation. Clevedon et al.: Multilingual Matters. Strauss, A., and Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory (2nd Ed.). Thousand Oaks, CA: Sage. Trujillo, F. (2002). Toward interculturality through language teaching: Argumentative discourse. Cauce, revista de filología y su didáctica, 25,103-119. Tylor, E. (1920).Primitive culture: researches into the development of mythology, philosophy, religion, language, art, and custom. London, UK: John Murray. Uluç, İ. (2010). The Acceptance and Recognition of Cultural Diversity in Foreign Language Teaching. Journal of Gazi Academic View. Wiles, R, Crow, R, Charles and Charles, V. (2006). Anonymity and Confidentiality. ESRC National Centre for Research Methods. University of Southampton. |
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Rodríguez Tamayo, Ilba Yaneth4c58bc5b1ab87af03a62475cf3cfeb86-1Triana Rocha, Sherly Yojana8d22e4554cbdc22182b3f24451508545-1Castellanos Avila, Liliana Andrea3ac3276ec1cef5f6533c47d224620210-1Cruz Bernal, Daniel Aliriob6226c8648df69f70a02e4d99440f4eb-12019-10-15T20:46:21Z2019-10-15T20:46:21Z2019Triana Rocha, S. Y., Castellanos Avila, L. A. & Cruz Bernal, D. A. (2019). An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competence. (Trabajo de pregrado). Universidad Pedagógica y Tecnológica de Colombia, Tunja. http://repositorio.uptc.edu.co/handle/001/2903http://repositorio.uptc.edu.co/handle/001/29031 recurso en línea (101 páginas) : ilustraciones color, tablas, figuras.The development of Intercultural Competence (IC) in an English as a Foreign Language classroom has been an important focus for language teaching. Thanks to the multicultural world that we live today and globalization, being interculturally competent implies knowing, relating to, and reflecting critically on different cultures from one's own. Thus, this study explored students‟ perceptions towards the local and the foreign culture and the way they mediated between them. This qualitative study also addressed students‟ attitudes, behaviors and skills used to shape their IC based on Byram‟s model (saviors) and the inclusion of musical rhythms as an important cultural aspect. Findings revealed that students explored their cultural background through local typical musical rhythms, also, they had a mindset of acceptance and value towards some foreign musical rhythms, demonstrated by their openness to learn about others‟ heritage; moreover, students were able to relate, interact and reflect upon local and foreign cultures valuing and respecting the one‟s own and others‟ culture as well. This research concluded that IC is dynamic since the saviors did not appear in a lineal order, the way IC is shaped is determined by inner characteristics of people and it might be considered an open and endless process.Bibliografía y webgrafía: páginas 59-65PregradoLicenciado en Idiomas Modernos Español - Inglésapplication/pdfengUniversidad Pedagógica y Tecnológica de ColombiaEscuela de IdiomasFacultad de Ciencias de la EducaciónCopyright (c) 2019 Universidad Pedagógica y Tecnológica de Colombiahttps://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)http://purl.org/coar/access_right/c_abf2An encounter of two worlds : musical rhythms as a way to shape students’ intercultural competenceTrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1finfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/publishedVersionTexthttps://purl.org/redcol/resource_type/TPhttp://purl.org/coar/version/c_970fb48d4fbd8a85Andrews, A. (1997). Language, Rhythm, and Sound: Black Popular Cultures into the Twenty-first Century, Pittsburgh, Pa: University of Pittsburgh Press, 19-22.Arias, E. (2017). Translingüismo y aprendizaje integrado de lengua y contenido como un modelo de educación bilingüe dinámica en dos colegios públicos de Pereira (doctoral dissertation). Universidad Tecnológica de Pereira, Risaralda, Colombia.Baker, W. (2011) From cultural awareness to intercultural awareness: culture in ELT. ELT Jornal, 66(1), 62-70Bennett, M. J. (2004). Becoming interculturally competent. In J.S. Wurzel (Ed.), Toward multiculturalism: A reader in multicultural education, 2, 62-77.Blasco, J. L., Bueno, V. y Torregrosa, D. (2004). Educación intercultural. Valencia, España: Generalitat Valenciana.Bubas, Goran & Coric, Ana & Orehovački, Tihomir. (2011). The integration of students' artifacts created with Web 2.0 tools into Moodle, blog, wiki, e-portfolio and Ning. Varaždin, Croatia.Burns, A. (1991). Collaborative Action Research for English Language Teaching. Retrieved from http://catdir.loc.goc/catdir/samples/cam032/99208715.pdf.Byram, M. (1997). Teaching and Assessing Intercultural Communicative Competence. Clevedon, UK: Multilingual MattersByram, M., Buttjes, Dieter. (1990). Mediating Languages and Cultures, UK: Multilingual Matters.Byram, M., Nichols, A. & Stivens, D. (Eds.). (2001). Developing Intercultural Competence in Practice. Clevedon, UK: Multilingual Matters Ltd.Cameron, D., Bentley, J., & Grahn, J. (2015). Cross-Cultural Influences on Rhythm Processing: Reproduction, Discrimination, and Beat Tapping. Frontiers in Psychology. 6.Cardenas, I. (2018). Materials to Develop Intercultural Communicative Competence in an EFL Context. Bogotá, Colombia.Carreño, L. (2018). Promoting Meaningful Encounters as a Way to Enhance Intercultural Competences. Colomb. appl. linguist. j., 20(1), pp. 120-135.Carvajal Sanchez, Benilda Carolina. (2013) Exploring students‟ cultural knowledge through a cultural awareness project in the EFL classroom in Floresta, Boyacá.Castañeda Usaquén, Mireya Esther. (2012) Conciencia intercultural de los estudiantes adolescentes al usar materiales basados en la cultura en la clase de inglés. Problemas de perfil en el desarrollo profesional de los docentes, 14 (1), 29-48. Recuperado el 19 de agosto de 2019 de http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S1657-07902012000100003&lng=en&tlng=en.Chlopek, Z. (2008). The Intercultural Approach to EFL Teaching and Learning. English Teaching Forum, 10–19.Clarke, V. & Braun, V. (2013) Teaching thematic analysis: Overcoming challenges and developing strategies for effective learning. The Psychologist, 26(2), 120-123.Creswell, J. (2003). Research design. Qualitative, quantitative and mixed methods and approaches. London: SAGE Publications.Davi, S (1984). Managing corporate culture. Cambridge, MA: Ballinger Press.Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in Intercultural Education, 10, 241–266.Emerson, Robert M., Fretz, Rachel I. and Shaw, Linda L. (1995) Writing Ethnographic Fieldnotes. Chicago: University of Chicago PressGill, P; Stewart, K; Treasure, E, and Chadwick, B.(2008). “Methods of data collection in qualitative research: interviews and focus groups”. Faculty of Health, Sport and Science, University of Glamorgan, Pontypridd.Hamo, M., Blum-Kulka, S., & Hacohen, G. (2004). From observation to transcription and back: Theory, practice, and interpretation in the analysis of children‟s naturally occurring discourse. Research on Language and Social Interaction, 37(1), 71-92.Kim, Y. Y. (2009). The identity factor in intercultural competence.Kramsch, C. 1993. Context and Culture in Language Teaching. Oxford: Oxford Press.Krieger, D. 2005. Teaching ESL versus EFL: Principles and practices. English Teaching Forum 43 (2): 8–17.Larzen-Ostermark. E. (2008). The Intercultural Dimension in EFL-teaching: A study of conceptions among Finland-Swedish comprehensive school teachers. [Electronic version]. Scandinavian Journal of reflections 25 (1) January – June 2018 23 Educational Research. 52(5), 527-547Liddicoat, A. J. (2002). Static and dynamic views of culture and intercultural language acquisition. Babel.Madrid, D. (2000). Observation and research in the classroom: in teaching English as a Foreign Language. Barcelona: the Australian institute.Maguire, M & Delahunt, B. (2017). Doing a Thematic Analysis: A Practical, Step-by- Step Guide for Learning and Teaching Scholars. Dundalk Institute of Technology. Volume, Number 3 (autumn 2017)Marques-Schäfer, G.; Menezes, D.A.; Zyngier, S (2018). Assessing Intercultural Competence in Language Teacher Education. Pandaemonium, São Paulo, v. 21, n. 35, set. -dez. 2018, p. 144-169.Marshall MN. The key informant technique. Fam Pract 1996; 13: 92-97.Mason, J. (2002). “Qualitative Researching Second Edition” Trowbridge, Great Britain. Sage publications.MEN. (2016). Programa Nacional de Bilingüismo 2014- 2019. Retrieved from: https://www.mineducacion.gov.co/1621/articles132560_recurso_pdf_programa_nacional_bilinguismo.pdf.Mitchell, R., Myles, F. (2004). Segundas teorías del aprendizaje de idiomas (2ª ed.). Londres: Hodder Arnold.Mora, Y.; Escarbajal, A. (2018). Evaluation of some classroom workshops about the intercultural competence in a BA in Teaching. Revista Iberoamericana de Educación, vol. 77, núm. 2, pp. 77-94.Morgan D L. The focus group guidebook. London: Sage Publications, 1998. Nieto, S. (1999). The Light in Their Eyes: Creating Multicultural Learning Communities.Ormrod, J. (2005). Using Student and Teacher Artifacts as Case Studies in Educational Psychology. The Clearing House, 78(5), 213-217. Retrieved from http://www.jstor.org/stable/30189911.Paricio Tato, M. S. (2014). Competencia intercultural en la enseñanza de lenguas extranjeras.Pérez Aldeguer, S. (2013). Evaluación de un programa para el desarrollo de la competencia intercultural a través de la educación rítmica en educación primaria. Revista Electrónica de Investigación Educativa, 15(3), 124-138. Recuperado de http://redie.uabc.mx/vol15no3/contenido-perezaldeguer.html.Phillipi, J. (2017) “A Guide to Field Notes for Qualitative Research: Context and Conversation”.Vol 28, Issue 3, 2017.Ramos Holguín, B., Aguirre Morales, J. & Torres Cepeda, N. (2018). Enhancing EFL Speaking In Rural Settings. Challenges and Opportunities for Material Developers. Tunja: Editorial Uptc.Ramos Holguín, B. (2013). Towards the Development of Intercultural Competence Skills: A Pedagogical Experience with Pre-Service Teachers. HOW Journal, 20(1), 206-225. Retrieved from https://www.howjournalcolombia.org/index.php/how/article/view/31.Rico, T. 2012. 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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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