Why consider organizational development with the indoor facilities in educational institutions?
The employee welfare in official educational institutions has been affec- ted by organizational development (OD) and indoor facilities inside the workplace. This research examines OD and indoor facilities variables that hamper teachers’ welfare and job performance, through a study that compares how...
- Autores:
-
Romero Díaz, Carmen Helena
Novikova, Olga Anatolievna
Castaño Giraldo, Nelson Eduardo
Gutiérrez Yepes, Agustín Rodolfo
- Tipo de recurso:
- Part of book
- Fecha de publicación:
- 2022
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- eng
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/4032
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/4032
- Palabra clave:
- Desarrollo organizacional
Organizational development
Desenvolvimento organizacional
Condiciones de trabajo
Condition de travail
Working conditions
Condição de trabalho
Instituciones educativas
Bienestar de los empleados
Instalaciones interiores
Indoor facilities
Educational institutions
Establecimientos de enseñanza
Etablissements d'enseignement
Educational institutions
- Rights
- closedAccess
- License
- http://purl.org/coar/access_right/c_14cb
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|
dc.title.none.fl_str_mv |
Why consider organizational development with the indoor facilities in educational institutions? |
dc.title.translated.none.fl_str_mv |
¿Por qué considerar el desarrollo organizacional con las instalaciones interiores en las instituciones educativas? |
title |
Why consider organizational development with the indoor facilities in educational institutions? |
spellingShingle |
Why consider organizational development with the indoor facilities in educational institutions? Desarrollo organizacional Organizational development Desenvolvimento organizacional Condiciones de trabajo Condition de travail Working conditions Condição de trabalho Instituciones educativas Bienestar de los empleados Instalaciones interiores Indoor facilities Educational institutions Establecimientos de enseñanza Etablissements d'enseignement Educational institutions |
title_short |
Why consider organizational development with the indoor facilities in educational institutions? |
title_full |
Why consider organizational development with the indoor facilities in educational institutions? |
title_fullStr |
Why consider organizational development with the indoor facilities in educational institutions? |
title_full_unstemmed |
Why consider organizational development with the indoor facilities in educational institutions? |
title_sort |
Why consider organizational development with the indoor facilities in educational institutions? |
dc.creator.fl_str_mv |
Romero Díaz, Carmen Helena Novikova, Olga Anatolievna Castaño Giraldo, Nelson Eduardo Gutiérrez Yepes, Agustín Rodolfo |
dc.contributor.author.none.fl_str_mv |
Romero Díaz, Carmen Helena Novikova, Olga Anatolievna Castaño Giraldo, Nelson Eduardo Gutiérrez Yepes, Agustín Rodolfo |
dc.subject.other.none.fl_str_mv |
Desarrollo organizacional Organizational development Desenvolvimento organizacional |
topic |
Desarrollo organizacional Organizational development Desenvolvimento organizacional Condiciones de trabajo Condition de travail Working conditions Condição de trabalho Instituciones educativas Bienestar de los empleados Instalaciones interiores Indoor facilities Educational institutions Establecimientos de enseñanza Etablissements d'enseignement Educational institutions |
dc.subject.agrovoc.none.fl_str_mv |
Condiciones de trabajo Condition de travail Working conditions Condição de trabalho |
dc.subject.proposal.none.fl_str_mv |
Instituciones educativas Bienestar de los empleados Instalaciones interiores Indoor facilities Educational institutions |
dc.subject.unesco.none.fl_str_mv |
Establecimientos de enseñanza Etablissements d'enseignement Educational institutions |
description |
The employee welfare in official educational institutions has been affec- ted by organizational development (OD) and indoor facilities inside the workplace. This research examines OD and indoor facilities variables that hamper teachers’ welfare and job performance, through a study that compares how school employees perceive working conditions and workplace environment within two Colombian educational institutions. During the first phase, a 22-item questionnaire (ODFEI) was designed and administered to full-time teachers (58) to identify their perception of the welfare conditions within the workplace. The first phase involved the description of the variables for each school, whereas the second phase correlated the variables between both institutions, with the pur- pose of developing the comparative analysis using the U Mann Whitney test. The experts validated the data collection instrument, which obtai- ned a Cronbach Alpha of 0.85. Both institutions coincided in a finding that indoor facilities, physical infrastructure, and comfort complements were under poor workplace conditions, which affected teachers’ per- formance. However, it was contradictory that the issues of discomfort regarding the teachers’ work were not disclosed on time, despite the good labor relations manifested by the OD variable. The questionnaire represents a support instrument for managers and teachers because it allows them to verify working conditions in time in order to develop effective strategies that improve the comfort of teachers. Keywords: educational institutions, employee welfare, indoor facilities, organizational development, workplace conditions. |
publishDate |
2022 |
dc.date.issued.none.fl_str_mv |
2022 |
dc.date.accessioned.none.fl_str_mv |
2023-11-06T20:24:48Z |
dc.date.available.none.fl_str_mv |
2023-11-06T20:24:48Z |
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Capítulo - Parte de Libro |
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eng |
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eng |
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Colección Unión Global;Libro 45 |
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207 |
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187 |
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Gestión del Conocimiento. Perspectiva Multidisciplinaria |
dc.relation.references.spa.fl_str_mv |
Aparicio Ruiz, P., Onieva, L., Escudero Santana, A. and Muñuzuri, J. (2019), Confort adaptativo aplicado a edificios escolares y aplicabilidad en el sur de España, Dirección y Organización, 67, 30-36. Garbanzo-Vargas, G. M. (2016), Organizational Development and Change Processes in Educational Institutions, a Challenge for the Management of Education, Revista Educación 40(1), 67-87, e-ISSN: 2215-2644, ene- ro-junio, 2016. Guizar, R. (2008), Desarrollo organizacional: principios y aplicaciones. Edito- rial McGraw-Hill. México. Hernández J., Gallarzo, M. and Espinoza J. (2011), Desarrollo organizacional. Enfoque latinoamericano. Pearson Educación de México, S.A. de C.V. Hua, Y., Loftness, V., Kraut, R., and Powell, K. M. (2010), Workplace collabo- rative space layout typology and occupant perception of collaboration environment. Environment and Planning B: Planning and Design, 37(3), 429-448. McKinley, W., Mone, M. A., and Moon, G. (1999), Determinants and devel- opment of schools in organization theory. Academy of management review, 24(4), 634-648. Meriño et al. (Eds.). (2020). Gestión del Conocimiento. Perspectiva Multidis- ciplinaria. Vol. (25). Santa Bárbara – Zulia – Venezuela. Fondo Editorial Universitario de la Universidad Nacional Experimental del Sur del Lago de Maracaibo Jesús María Semprum. Recuperado de: https://www.une- sur.edu.ve/libros-1 Mineducación (n.d.). Ministerio de educación nacional (MEN) de Colombia. Portal. Available at: https://www.mineducacion.gov.co/portal/ Mineducación b (n.d.), Sistema educativo colombiano. Ministerio de edu- cación nacional. Available at: https://www.mineducacion.gov.co/portal/ Preescolar-basica-y-media/ Moreno, S. I. (2018), Relaciones interpersonales en el clima laboral de la Universidad Tecnológica del Chocó Diego Luis Córdoba, Revista CES Derecho, (9), 1, enero – junio 2018, 13-33. Morris, J. E., Lummis, G. W., Lock, G., Ferguson, C., Hill, S., & Nykiel, A. (2019), The role of leadership in establishing a positive staff culture in a second- ary school. Educational Management Administration & Leadership. OPS Colombia (n.d.), Escuela Saludable. La alegría de vivir en paz. Salud Ambiental y Entornos Saludables. Organización Panamericana de la Salud. Available at: https://www.paho.org/col/index.php?option=com_ content&view=article&id=413:escuela-saludable-la-alegria-de-vi- vir-en-paz&Itemid=361 Quesada-Chaves, M. J. (2019), Condiciones de la infraestructura educativa en la región pacífico central: los espacios escolares que promueven el aprendizaje en las aulas. Revista Educación, 43(1), 293-311. República de Colombia - Ministerio de la Salud (1999), Escuela Saludable. La alegría de vivir en paz. Lineamientos. Bogotá. Available at: https:// www.paho.org/col/index.php?option=com_docman&view=download&- category_slug=publicaciones-ops-oms-colombia&alias=554-escue- la-saludable-alegria&Itemid=688 Romero, C. (2008), Gerencia empresarial desde una perspectiva ergonó- mica, VI Congreso internacional de prevención de riesgos laborales, ID-793, España. Available at: https://www.prevencionintegral.com/ canal-orp/papers/orp-2008/gerencia-empresarial-desde-una-perspecti- va-ergonomica Romero, C. (2010), Claves para una formación gerencial fundamentada en la prevención de riesgos laborales, la ergonomía y la responsabilidad social empresarial, VIII Congreso internacional de prevención de riesgos laborales, ID-1696, España. Available at: https://www.prevencionintegral. com/canal-orp/papers/orp-2010/claves-para-formacion-gerencial-fun- damentada-en-prevencion-riesgos-laborales-ergonomia Romero, C.; Parra, M. & Márceles, V. (2016), Gerencia empresarial desde una perspectiva ergonómica en la práctica: cultura preventiva y costos ocultos, Panorama de la Investigación en Ciencias Económico Admi- nistrativas: Capítulo I Innovación en la Administración de las PyMES, © International Council for Small Business México, A.C. Pachuca, México. Roskams, M., and Haynes, B. (2019), An experience sampling approach to the workplace environment survey, Facilities. Senge, P.; Kleiner, A.; Roberts, CH.; Ross, R. and Smith, B. (2006), La Quinta Disciplina en la práctica, Ediciones Granica S.A. Argentina. Simpeh, F., and Shakantu, W. (2019), On-campus university student housing facility services prioritisation framework. Facilities. Schmuck, R. A. (1990), Organization development in schools: Contemporary concepts and practices, In T. B. Gutkin & C. R. Reynolds (Eds.), The hand- book of school psychology (p. 899–919). John Wiley & Sons. |
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Romero Díaz, Carmen Helena5c1d20e5-c118-41a3-bcb7-f47ccba81bb0Novikova, Olga Anatolievna998e65fa-a96d-47d5-a74a-24cbea40445aCastaño Giraldo, Nelson Eduardo707f4be6-21a4-42b2-bfdb-3640a2e76a35Gutiérrez Yepes, Agustín Rodolfo0ab8cf6b-b6c6-4137-871d-b4168ebdd6cd2023-11-06T20:24:48Z2023-11-06T20:24:48Z2022https://dspace.tdea.edu.co/handle/tdea/4032978-980-6516-50-2The employee welfare in official educational institutions has been affec- ted by organizational development (OD) and indoor facilities inside the workplace. This research examines OD and indoor facilities variables that hamper teachers’ welfare and job performance, through a study that compares how school employees perceive working conditions and workplace environment within two Colombian educational institutions. During the first phase, a 22-item questionnaire (ODFEI) was designed and administered to full-time teachers (58) to identify their perception of the welfare conditions within the workplace. The first phase involved the description of the variables for each school, whereas the second phase correlated the variables between both institutions, with the pur- pose of developing the comparative analysis using the U Mann Whitney test. The experts validated the data collection instrument, which obtai- ned a Cronbach Alpha of 0.85. Both institutions coincided in a finding that indoor facilities, physical infrastructure, and comfort complements were under poor workplace conditions, which affected teachers’ per- formance. However, it was contradictory that the issues of discomfort regarding the teachers’ work were not disclosed on time, despite the good labor relations manifested by the OD variable. The questionnaire represents a support instrument for managers and teachers because it allows them to verify working conditions in time in order to develop effective strategies that improve the comfort of teachers. Keywords: educational institutions, employee welfare, indoor facilities, organizational development, workplace conditions.El bienestar de los empleados en las instituciones educativas oficiales se ha visto afectado por el Desarrollo Organizacional (DO) y las instala- ciones interiores dentro del lugar de trabajo. Esta investigación examina las variables del DO y las instalaciones interiores que dificultan el bien- estar y el desempeño laboral de los docentes, a través de un estudio que compara cómo los empleados escolares perciben las condiciones de trabajo y el ambiente laboral dentro de dos instituciones educativas colombianas. Durante la primera fase, se diseñó y administró un cues- tionario (ODFEI) de 22 ítems a docentes de tiempo completo (58) para identificar su percepción sobre las condiciones de bienestar en el lugar de trabajo. La primera fase consistió en la descripción de las variables para cada escuela, mientras que la segunda fase correlacionó las va- riables entre ambas instituciones, con el fin de desarrollar el análisis comparativo mediante la prueba de U Mann Whitney. Los expertos va- lidaron el instrumento de recolección de datos, que obtuvo un Alfa de Cronbach de 0,85. Ambas instituciones coincidieron en encontrar que las instalaciones interiores, la infraestructura física y los complementos de confort se encontraban en malas condiciones laborales, lo que afec- taba el desempeño de los docentes. Sin embargo, resultó contradictorio que los temas de malestar con respecto al trabajo de los docentes no fueran revelados a tiempo, a pesar de las buenas relaciones laborales manifestadas por la variable OD. El cuestionario representa un instru- mento de apoyo para directivos y docentes porque les permite verificar a tiempo las condiciones de trabajo para desarrollar estrategias efecti- vas que mejoren el confort de los docentes. Palabras clave: instituciones educativas, bienestar de los empleados, ins- talaciones interiores, desarrollo organizacional, condiciones de trabajo.21 páginasapplication/pdfengUniversidad Nacional Experimental Sur del Lago Jesús María Semprúm (UNESUR)VenezuelaColección Unión Global;Libro 45207187Gestión del Conocimiento. Perspectiva MultidisciplinariaAparicio Ruiz, P., Onieva, L., Escudero Santana, A. and Muñuzuri, J. (2019), Confort adaptativo aplicado a edificios escolares y aplicabilidad en el sur de España, Dirección y Organización, 67, 30-36.Garbanzo-Vargas, G. M. (2016), Organizational Development and Change Processes in Educational Institutions, a Challenge for the Management of Education, Revista Educación 40(1), 67-87, e-ISSN: 2215-2644, ene- ro-junio, 2016.Guizar, R. (2008), Desarrollo organizacional: principios y aplicaciones. Edito- rial McGraw-Hill. México.Hernández J., Gallarzo, M. and Espinoza J. (2011), Desarrollo organizacional. Enfoque latinoamericano. Pearson Educación de México, S.A. de C.V.Hua, Y., Loftness, V., Kraut, R., and Powell, K. M. (2010), Workplace collabo- rative space layout typology and occupant perception of collaboration environment. Environment and Planning B: Planning and Design, 37(3), 429-448.McKinley, W., Mone, M. A., and Moon, G. (1999), Determinants and devel- opment of schools in organization theory. Academy of management review, 24(4), 634-648.Meriño et al. (Eds.). (2020). Gestión del Conocimiento. Perspectiva Multidis- ciplinaria. Vol. (25). Santa Bárbara – Zulia – Venezuela. Fondo Editorial Universitario de la Universidad Nacional Experimental del Sur del Lago de Maracaibo Jesús María Semprum. Recuperado de: https://www.une- sur.edu.ve/libros-1Mineducación (n.d.). Ministerio de educación nacional (MEN) de Colombia. Portal. Available at: https://www.mineducacion.gov.co/portal/Mineducación b (n.d.), Sistema educativo colombiano. Ministerio de edu- cación nacional. Available at: https://www.mineducacion.gov.co/portal/ Preescolar-basica-y-media/Moreno, S. I. (2018), Relaciones interpersonales en el clima laboral de la Universidad Tecnológica del Chocó Diego Luis Córdoba, Revista CES Derecho, (9), 1, enero – junio 2018, 13-33.Morris, J. E., Lummis, G. W., Lock, G., Ferguson, C., Hill, S., & Nykiel, A. (2019), The role of leadership in establishing a positive staff culture in a second- ary school. Educational Management Administration & Leadership.OPS Colombia (n.d.), Escuela Saludable. La alegría de vivir en paz. Salud Ambiental y Entornos Saludables. Organización Panamericana de la Salud. Available at: https://www.paho.org/col/index.php?option=com_ content&view=article&id=413:escuela-saludable-la-alegria-de-vi- vir-en-paz&Itemid=361Quesada-Chaves, M. J. (2019), Condiciones de la infraestructura educativa en la región pacífico central: los espacios escolares que promueven el aprendizaje en las aulas. Revista Educación, 43(1), 293-311.República de Colombia - Ministerio de la Salud (1999), Escuela Saludable. La alegría de vivir en paz. Lineamientos. Bogotá. Available at: https:// www.paho.org/col/index.php?option=com_docman&view=download&- category_slug=publicaciones-ops-oms-colombia&alias=554-escue- la-saludable-alegria&Itemid=688Romero, C. (2008), Gerencia empresarial desde una perspectiva ergonó- mica, VI Congreso internacional de prevención de riesgos laborales, ID-793, España. Available at: https://www.prevencionintegral.com/ canal-orp/papers/orp-2008/gerencia-empresarial-desde-una-perspecti- va-ergonomicaRomero, C. (2010), Claves para una formación gerencial fundamentada en la prevención de riesgos laborales, la ergonomía y la responsabilidad social empresarial, VIII Congreso internacional de prevención de riesgos laborales, ID-1696, España. Available at: https://www.prevencionintegral. com/canal-orp/papers/orp-2010/claves-para-formacion-gerencial-fun- damentada-en-prevencion-riesgos-laborales-ergonomiaRomero, C.; Parra, M. & Márceles, V. (2016), Gerencia empresarial desde una perspectiva ergonómica en la práctica: cultura preventiva y costos ocultos, Panorama de la Investigación en Ciencias Económico Admi- nistrativas: Capítulo I Innovación en la Administración de las PyMES, © International Council for Small Business México, A.C. Pachuca, México.Roskams, M., and Haynes, B. (2019), An experience sampling approach to the workplace environment survey, Facilities.Senge, P.; Kleiner, A.; Roberts, CH.; Ross, R. and Smith, B. (2006), La Quinta Disciplina en la práctica, Ediciones Granica S.A. Argentina.Simpeh, F., and Shakantu, W. (2019), On-campus university student housing facility services prioritisation framework. Facilities.Schmuck, R. A. (1990), Organization development in schools: Contemporary concepts and practices, In T. B. Gutkin & C. R. Reynolds (Eds.), The hand- book of school psychology (p. 899–919). John Wiley & Sons.https://drive.google.com/file/d/1kQXLB0-XqYNEhGdfG4X6-xzg2KexgEm1/viewDesarrollo organizacionalOrganizational developmentDesenvolvimento organizacionalCondiciones de trabajoCondition de travailWorking conditionsCondição de trabalhoInstituciones educativasBienestar de los empleadosInstalaciones interioresIndoor facilitiesEducational institutionsEstablecimientos de enseñanzaEtablissements d'enseignementEducational institutionsWhy consider organizational development with the indoor facilities in educational institutions?¿Por qué considerar el desarrollo organizacional con las instalaciones interiores en las instituciones educativas?Capítulo - Parte de Librohttp://purl.org/coar/resource_type/c_3248Textinfo:eu-repo/semantics/bookParthttp://purl.org/redcol/resource_type/CAP_LIBinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/version/c_970fb48d4fbd8a85Colombiainfo:eu-repo/semantics/closedAccesshttp://purl.org/coar/access_right/c_14cbTHUMBNAILWhy consider 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charset=utf-814828https://dspace.tdea.edu.co/bitstream/tdea/4032/2/license.txt2f9959eaf5b71fae44bbf9ec84150c7aMD52open accessORIGINALWhy consider organizational development with the indoor facilities in educational institutions.pdfWhy consider organizational development with the indoor facilities in educational institutions.pdfDatos del documentoapplication/pdf120364https://dspace.tdea.edu.co/bitstream/tdea/4032/1/Why%20consider%20organizational%20development%20with%20the%20indoor%20facilities%20in%20educational%20institutions.pdf8973745a0383c4b0c18a7218107ba19bMD51open accesstdea/4032oai:dspace.tdea.edu.co:tdea/40322023-11-07 03:02:38.168open accessRepositorio Institucional Tecnologico de 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 incorporada 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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