Common Apprenticeships: Self-Perception Of Their Development In Undergraduate Business Students
This research aims to identify the self-perception of university students enrolled in business science training programs to develop common learning. It is a quantitative study based on the positivist empirical-analytical epistemological orientation. The descriptive cross-sectional experimental deduc...
- Autores:
-
Avendaño Castro, William Rodrigo
Rueda Vera, Gerson
Parada Trujillo, Abad Ernesto
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2022
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- eng
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/3141
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/3141
- Palabra clave:
- Perceptions
Percepción
Percepção
Common learning
Aaprendizaje común
University students
Estudiante universitario
Étudiant d'université
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-nd/4.0/
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Common Apprenticeships: Self-Perception Of Their Development In Undergraduate Business Students |
| dc.title.translated.none.fl_str_mv |
Aprendizajes comunes: autopercepción de su desarrollo en estudiantes universitarios de ciencias empresariales |
| title |
Common Apprenticeships: Self-Perception Of Their Development In Undergraduate Business Students |
| spellingShingle |
Common Apprenticeships: Self-Perception Of Their Development In Undergraduate Business Students Perceptions Percepción Percepção Common learning Aaprendizaje común University students Estudiante universitario Étudiant d'université |
| title_short |
Common Apprenticeships: Self-Perception Of Their Development In Undergraduate Business Students |
| title_full |
Common Apprenticeships: Self-Perception Of Their Development In Undergraduate Business Students |
| title_fullStr |
Common Apprenticeships: Self-Perception Of Their Development In Undergraduate Business Students |
| title_full_unstemmed |
Common Apprenticeships: Self-Perception Of Their Development In Undergraduate Business Students |
| title_sort |
Common Apprenticeships: Self-Perception Of Their Development In Undergraduate Business Students |
| dc.creator.fl_str_mv |
Avendaño Castro, William Rodrigo Rueda Vera, Gerson Parada Trujillo, Abad Ernesto |
| dc.contributor.author.none.fl_str_mv |
Avendaño Castro, William Rodrigo Rueda Vera, Gerson Parada Trujillo, Abad Ernesto |
| dc.subject.decs.none.fl_str_mv |
Perceptions Percepción Percepção |
| topic |
Perceptions Percepción Percepção Common learning Aaprendizaje común University students Estudiante universitario Étudiant d'université |
| dc.subject.proposal.none.fl_str_mv |
Common learning Aaprendizaje común |
| dc.subject.unesco.none.fl_str_mv |
University students Estudiante universitario Étudiant d'université |
| description |
This research aims to identify the self-perception of university students enrolled in business science training programs to develop common learning. It is a quantitative study based on the positivist empirical-analytical epistemological orientation. The descriptive cross-sectional experimental deductive method was implemented. The population consisted of 4,000 (N) students of a university attached to three undergraduate programs of a public university in Colombia -business administration, public accounting and international commerce. The sample consisted of 369 individuals (n), guaranteeing 95% reliability (Zc) and a 5% error level (E). The data collection instrument was a Likert scale questionnaire composed of 41 items. The dimensions analyzed were sociodemographic factors, metacognitive self-regulation, emotional self-knowledge and social skills. The data collected were analyzed through descriptive statistical procedures. From the results, it is possible to recognize that the university participants of this research generally have a good self-perception regarding the capacities associated with metacognitive self-regulation, emotional self-knowledge and social skills. It is concluded that there is a contribution from higher education in business science programs to comprehensive training, allowing the configuration of more suitable professionals to face the challenges imposed by the changing and dynamic contexts of the labor and social world. However, it is necessary not to ignore the cases of students who evaluate themselves negatively in this skill since it is essential to have complete and holistic professional profiles today. Keywords: perceptions; common learning, university students; business sciences |
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2022 |
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2022 |
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2023-05-31T02:51:16Z |
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2023-05-31T02:51:16Z |
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Artículo de revista |
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http://purl.org/coar/resource_type/c_2df8fbb1 |
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eng |
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18 |
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The journal of language and linguistic studies |
| dc.relation.references.spa.fl_str_mv |
Aguilar, L.F., El concepto de política pública, in Ensayos sobre políticas públicas II by J.I. Cuervo Restrepo (edit.), 37-85, 1a ed., Universidad Externado de Colombia, ISBN 978-9587722710, Bogotá, Colombia (2014) Aguinaga, S., y Sánchez, S., Énfasis en la formación de habilidades blandas en mejora de los aprendizajes, https://doi.org/10.35383/educare.v8i2.470, Educare et Comunicare, 8(2), 78-87 (2020) Almonte, R., A practical guide to soft skills: communication, psychology, and ethics for your professional life, 1a ed., Routledge, ISBN 9781003212942, New York, EEUU (2021) Alshare, K., y Sewailem, M. F. (2018). A gap analysis of business students’ skills in the 21st century: a case study of Qatar, Academy of Educational Leadership Journal, ISSN: 1095-6328, 22(1), 1-22. Assunção, M., y Gago, M., Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses, https://doi.org/10.1080/02607476.2020.1799709, Journal of Education for Teaching, 46(4), 507-516 (2020) Berryman, M., Lawrence, D., y Lamont, R., Cultural relationships for responsive pedagogy, https://doi.org/10.18296/set.0096, SET: Research Information for Teachers, 1, 3-10 (2018) Brennan, A., King, F., & Travers, J., Supporting the enactment of inclusive pedagogy in a primary school, https://doi.org/10.1080/13603116.2019.1625452, International Journal of Inclusive Education, 25(13), 1540-1557 (2021) Daros, A.R., Daniel, K.E., Meyer, M.J., Chow, P.I., Barnes, L.E., y Teachman, B.A., Impact of social anxiety and social context on college students’ emotion regulation strategy use: An experience sampling study, https://doi.org/10.1007/s11031-019-09773-x, Motivation and Emotion, 43, 844–855 (2019) Díaz, M., ¿Qué es eso que se llama pedagogía? Pedagogía y Saberes, ISSN: 0121-2494, (50), 11-28 (2019) Flores, E., García, M.L., Calsina, W.C., y Yapuchura, A., Las habilidades sociales y la comunicación interpersonal de los estudiantes de la Universidad Nacional del Altiplano - Puno, Comuni@cción, ISSN: 2219-7168, 7(2), 05-14 (2016) Freire, P., Pedagogía del oprimido, 2a ed., Siglo XXI Editores, ISBN 968-23-2589-7, Ciudad de México, México (2005) Freire, P., Cartas a quien pretende enseñar, 3a ed., Siglo XXI Editores, ISBN 9786070302435, Buenos Aires, Argentina (2010) Graciano, D.R., Zaldívar, A., y Lizárraga, J., Apropiación de aprendizajes significativos en alumnos de segundo grado de educación primaria en la zona rural mexicana, https://doi.org/10.33010/ie_rie_rediech.v11i0.1038, IE Revista de Investigación Educativa de la REDIECH, 11, e1038 (2020) Gruzdev, M.V., Kuznetsova, I.V., Tarkhanova, I.Y., y Kazakova, E.I., University graduates’ soft skills: the employers’ opinion, https://doi.org/10.13187/ejced.2018.4.690, European Journal of Contemporary Education, 7(4), 690-698 (2018) Guerra, S., A panoramic review of soft skills training in university students, https://doi.org/10.1590/2175-35392019016464, Psicologia Escolar e Educacional, 23, e186464, 1-10 (2019) Guillen, S.R., Carcausto, W., Quispe, W.A., Mazzi, V., y Rengifo, R.A., Habilidades comunicativas y la interacción social en estudiantes universitarios de Lima, https://doi.org/10.20511/pyr2021.v9nSPE1.895, Propósitos y Representaciones, 9, 1-10 (2021) Ho, K., y Wai, B., Developing pedagogical content knowledge for teaching a new topic: More than teaching experience and subject matter knowledge, https://doi.org/10.1007/s11165-016-9567-1, Research in Science Education, 48(2), 233-265 (2018) Huerta, M., Evaluación de habilidades socioemocionales y transversales: un estado del arte, 1a ed., DIALOGAS, Adelante, Agcid Chile, MESACTS y CAF, Caracas, Venezuela (2019) Jaedi, Anwar, S., Indra, H., y Mansur, A., Boarding School’s Integral Education Curriculum In Secondary School, Journal of Positive School Psychology, ISSN: 2717-7564, 6(8), 6164-6182 (2022) König, J., Bremerich-Vos, A., Buchholtz, C., Fladung, I., y Glutsch, N., Pre–service teachers’ generic and subject-specific lesson-planning skills: On learning adaptive teaching during initial teacher education, https://doi.org/10.1080/02619768.2019.1679115, European Journal of Teacher Education, 43(2), 131-150 (2020) Levin, H.M., A comprehensive framework for evaluating educational vouchers, https://doi.org/10.3102/01623737024003159, Educational Evaluation and Policy Analysis, 24(3), 159-174 (2002) Martínez Miguelez, M., El paradigma sistémico, la complejidad y la transdisciplinariedad como bases epistémicas de la investigación cualitativa, Educación y Comunicación Social, ISSN-e: 1856-9331, 6(11), 6-27 (2011) Mordechay, K., & Alfaro, C., The binational context of the students we share: What educators on both sides of the border need to know, https://doi.org/10.1080/00228958.2019.1549438, Kappa Delta Pi Record, 55(1), 30-35 (2019) Niemelä, M.A., y Tirri, K., Teachers’ knowledge of curriculum integration: A current challenge for Finnish subject teachers, in Contemporary pedagogies in teacher education and development by Y. Weinberger y Z Libman (edits.), 119-132, 1a ed., IntechOpen, ISBN 978-1-78923-544-99, Londres, Reino Unido (2018) Opertti, R., Convergencia de perspectivas sobre políticas en educación inclusiva, https://doi.org/10.30827/publicaciones.v49i3.11413, Publicaciones, 49(3), 267-282 (2019) Orphan, C.M., Public Purpose under pressure: examining the effects of neoliberal public policy on the missions of regional comprehensive universities, Journal of Higher Education Outreach and Engagement, ISSN: 1534-6104, 22(2), 59-101 (2018) Organization for Economic Co-operation and Development -OECD-, Colombia y su Sistema educativo, en Revisión de políticas nacionales de educación. La educación en Colombia by OCDE, 19-80, ISBN: 9789264250598, OECD, Bogotá, Colombia (2016) Salcines, I., González, N., Ramírez, A., y Martínez, L., Validación de la escala de autopercepción de competencias transversales y profesionales de estudiantes de educación superior, https://doi.org/10.30827/publicaciones.v49i3.11413, Profesorado, 22(3), 31-51 (2018) Rebele, J.E., y Pierre, E.K.S., A commentary on learning objectives for accounting education programs: The importance of soft skills and technical knowledge, https://doi.org/10.1016/j.jaccedu.2019.07.002, Journal of Accounting Education, 48, 71-79 (2019) Runge, A., Hincapié, A., Muñoz, D., y Ospina, C., El campo disciplinar y profesional de la pedagogía en Colombia, 21a ed., Fondo Editorial Universidad Católica de Oriente, ISBN 978-958-5518-44-5, Rionegro, Colombia (2018) Runge, A., y Muñoz, D., Pedagogía y praxis (práctica) educativa o educación. De nuevo: una diferencia necesaria, Revista Latinoamericana de Estudios Educativos, ISSN: 1900-9895, 8(2), 75-96 (2012) Rutagwelera, L., Intellectual and moral formation components of integral education: foundations from ancient greek philosophy, Journal of Education and Development (RUCUJED), ISSN: 2820-2724, 1(2), 250-282 (2021) Sánchez, J., y Romero, G., Desarrollo de habilidades blandas como estrategia para la colocación laboral de los universitarios, https://doi.org/10.37117/s.v21i1.641, Revista Científica Sinapsis, 21(1) (2022) Skidmore, D., Pedagogy and dialogue, https://doi.org/10.1080/03057640601048407, Cambridge Journal of Education, 36(4), 503-514 (2006) Supkhonovna, H.N.,Technology for the development of the qualities of pedagogical competence in future teachers, https://doi.org/10.5958/2278-4853.2021.00416.X, Asian Journal of Multidimensional Research, 10(5), 372-382 (2021) Succi, C., y Canovi, M., Soft skills to enhance graduate employability: comparing students and employers’ perceptions, https://doi.org/10.1080/03075079.2019.1585420, Studies in Higher Education, 45(9), 1834-1847 (2020) Vargas, G., La humanización como formación, 1a ed., Editorial San Pablo, ISBN 958-692-175, Bogotá, Colombia (2008) Zuluaga, O.L., Pedagogía e historia. La historicidad de la pedagogía, la enseñanza, un objeto de saber, 1a ed., Siglo del Hombre Editores - Anthropos - Editorial Universidad de Antioquia, ISBN 958-665-017-0, Bogotá, Colombia (1999) |
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Avendaño Castro, William Rodrigod2fdca84-fbbd-40b1-b79d-00b834975fbdRueda Vera, Gersone1c36e75-8f58-45c3-bf5d-7c11b5b346efParada Trujillo, Abad Ernestob9bf9c44-c52a-4425-b3fa-c885b4aaf2f5Colombia2023-05-31T02:51:16Z2023-05-31T02:51:16Z2022https://dspace.tdea.edu.co/handle/tdea/31411305-578XThis research aims to identify the self-perception of university students enrolled in business science training programs to develop common learning. It is a quantitative study based on the positivist empirical-analytical epistemological orientation. The descriptive cross-sectional experimental deductive method was implemented. The population consisted of 4,000 (N) students of a university attached to three undergraduate programs of a public university in Colombia -business administration, public accounting and international commerce. The sample consisted of 369 individuals (n), guaranteeing 95% reliability (Zc) and a 5% error level (E). The data collection instrument was a Likert scale questionnaire composed of 41 items. The dimensions analyzed were sociodemographic factors, metacognitive self-regulation, emotional self-knowledge and social skills. The data collected were analyzed through descriptive statistical procedures. From the results, it is possible to recognize that the university participants of this research generally have a good self-perception regarding the capacities associated with metacognitive self-regulation, emotional self-knowledge and social skills. It is concluded that there is a contribution from higher education in business science programs to comprehensive training, allowing the configuration of more suitable professionals to face the challenges imposed by the changing and dynamic contexts of the labor and social world. However, it is necessary not to ignore the cases of students who evaluate themselves negatively in this skill since it is essential to have complete and holistic professional profiles today. Keywords: perceptions; common learning, university students; business sciencesEsta investigación tuvo como objetivo identificar la autopercepción que tienen los estudiantes universitarios adscritos a programas de formación de las ciencias empresariales respecto al desarrollo de aprendizajes comunes. Se trata de un estudio cuantitativo que se fundamenta en la orientación epistemológica empírico-analítica de corriente positivista. Se implementó el método deductivo experimental transversal de tipo descriptivo. La población estuvo conformada por 4.000 (N) estudiantes de una universidad adscritos a tres programas de pregrado de una universidad pública en Colombia -administración de empresas, contaduría pública y comercio internacional. La muestra estuvo integrada por 369 individuos (n) garantizando el 95% de confiabilidad (Zc) y el 5% de nivel de error (E). El instrumento de recolección de información correspondió a un cuestionario con escala Likert compuesto por 41 ítemes. Las dimensiones analizadas fueron: factores sociodemográficos, autorregulación metacognitiva, autoconocimiento emocional y habilidades sociales. A través de procedimientos de estadística descriptiva se analizaron los datos recolectados. De los resultados, se logra reconocer que los participantes universitarios de esta investigación, en general, tienen una autopercepción favorable respecto de las capacidades asociadas a la autorregulación metacognitiva, el autoconocimiento emocional y las habilidades sociales. Se concluye que hay una contribución desde la educación superior en los programas de ciencias empresariales a la formación integral, permitiendo la configuración de profesionales más idóneos frente a los retos que imponen los contextos cambiantes y dinámicos del mundo laboral y social. Se hace necesario no desconocer los casos de estudiantes que se autoevalúan de manera negativa en este tipo de capacidades, pues hoy es indispensable perfiles profesionales más completos y holísticos. Palabras clave: percepciones; aprendizajes comunes, estudiantes universitarios; ciencias empresariales12 páginasapplication/pdfenghttps://creativecommons.org/licenses/by-nc-nd/4.0/Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://www.jlls.org/index.php/jlls/article/view/4951Common Apprenticeships: Self-Perception Of Their Development In Undergraduate Business StudentsAprendizajes comunes: autopercepción de su desarrollo en estudiantes universitarios de ciencias empresarialesArtículo 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_970fb48d4fbd8a85Turquía125411418The journal of language and linguistic studiesAguilar, L.F., El concepto de política pública, in Ensayos sobre políticas públicas II by J.I. Cuervo Restrepo (edit.), 37-85, 1a ed., Universidad Externado de Colombia, ISBN 978-9587722710, Bogotá, Colombia (2014)Aguinaga, S., y Sánchez, S., Énfasis en la formación de habilidades blandas en mejora de los aprendizajes, https://doi.org/10.35383/educare.v8i2.470, Educare et Comunicare, 8(2), 78-87 (2020)Almonte, R., A practical guide to soft skills: communication, psychology, and ethics for your professional life, 1a ed., Routledge, ISBN 9781003212942, New York, EEUU (2021)Alshare, K., y Sewailem, M. F. (2018). A gap analysis of business students’ skills in the 21st century: a case study of Qatar, Academy of Educational Leadership Journal, ISSN: 1095-6328, 22(1), 1-22.Assunção, M., y Gago, M., Teacher education in times of COVID-19 pandemic in Portugal: national, institutional and pedagogical responses, https://doi.org/10.1080/02607476.2020.1799709, Journal of Education for Teaching, 46(4), 507-516 (2020)Berryman, M., Lawrence, D., y Lamont, R., Cultural relationships for responsive pedagogy, https://doi.org/10.18296/set.0096, SET: Research Information for Teachers, 1, 3-10 (2018)Brennan, A., King, F., & Travers, J., Supporting the enactment of inclusive pedagogy in a primary school, https://doi.org/10.1080/13603116.2019.1625452, International Journal of Inclusive Education, 25(13), 1540-1557 (2021)Daros, A.R., Daniel, K.E., Meyer, M.J., Chow, P.I., Barnes, L.E., y Teachman, B.A., Impact of social anxiety and social context on college students’ emotion regulation strategy use: An experience sampling study, https://doi.org/10.1007/s11031-019-09773-x, Motivation and Emotion, 43, 844–855 (2019)Díaz, M., ¿Qué es eso que se llama pedagogía? 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name.|||https://creativecommons.org/licenses/by-nc-nd/4.0/open 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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