ICT for the promotion of international business academic programs
This article aims to identify the level of use and the benefits offered by information and communication technologies (ICT) for the international business academic programs in the universities. For this purpose, a perception study in 14 universities of Antioquia, Colombia is carried out. Based on th...
- Autores:
-
Baena Rojas, José Jaime
Cano Arenas, José Alejandro
Arley Giraldo, Didier
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2018
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- eng
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/2844
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/2844
- Palabra clave:
- Tecnología de la Información
Information Technology
Tecnologia da Informação
Technologie de l'information
Redes sociales
Social Networking
Rede Social
Réseautage social
Universidades
Universités
TIC
ICT
Websites
Sitios web
Social networks
Universities
Academic programs
Programas académicos
- Rights
- openAccess
- License
- https://creativecommons.org/licenses/by-nc-sa/4.0/
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ICT for the promotion of international business academic programs |
| dc.title.translated.none.fl_str_mv |
TIC para la promoción de programas académicos de negocios internacionales |
| title |
ICT for the promotion of international business academic programs |
| spellingShingle |
ICT for the promotion of international business academic programs Tecnología de la Información Information Technology Tecnologia da Informação Technologie de l'information Redes sociales Social Networking Rede Social Réseautage social Universidades Universités TIC ICT Websites Sitios web Social networks Universities Academic programs Programas académicos |
| title_short |
ICT for the promotion of international business academic programs |
| title_full |
ICT for the promotion of international business academic programs |
| title_fullStr |
ICT for the promotion of international business academic programs |
| title_full_unstemmed |
ICT for the promotion of international business academic programs |
| title_sort |
ICT for the promotion of international business academic programs |
| dc.creator.fl_str_mv |
Baena Rojas, José Jaime Cano Arenas, José Alejandro Arley Giraldo, Didier |
| dc.contributor.author.none.fl_str_mv |
Baena Rojas, José Jaime Cano Arenas, José Alejandro Arley Giraldo, Didier |
| dc.subject.decs.none.fl_str_mv |
Tecnología de la Información Information Technology Tecnologia da Informação Technologie de l'information Redes sociales Social Networking Rede Social Réseautage social Universidades Universités |
| topic |
Tecnología de la Información Information Technology Tecnologia da Informação Technologie de l'information Redes sociales Social Networking Rede Social Réseautage social Universidades Universités TIC ICT Websites Sitios web Social networks Universities Academic programs Programas académicos |
| dc.subject.proposal.none.fl_str_mv |
TIC ICT Websites Sitios web Social networks Universities Academic programs Programas académicos |
| description |
This article aims to identify the level of use and the benefits offered by information and communication technologies (ICT) for the international business academic programs in the universities. For this purpose, a perception study in 14 universities of Antioquia, Colombia is carried out. Based on the results, it is concluded that websites and social networks such as Facebook and Twitter are the ICT with the highest level of use and development, and they allow the promotion and positioning of the academic programs, facilitate the learning process and communication with stakeholders, and offer job opportunities to students and graduates.Keywords:ICT, international business, websites, social networks, universities, academic programs. |
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2018 |
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2018 |
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2023-05-01T20:17:38Z |
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2023-05-01T20:17:38Z |
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eng |
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eng |
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2379 |
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2359 |
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34 |
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Opción |
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Apaolaza, V., Hartmann, P., He, J., Barrutia, J., &Echebarria, C. (2015). Shanghai adolescents’ brand interactions on the Chinese Social Networking Site Qzone: A Uses and Gratifications Approach. Marketing ESIC, 19(1), 62–70. Atalah, A., &Muchemedzi, R. (2006).Improving enrollment in the master of construction management program at Bowling Green State University. Journal of Professional Issues in Engineering Education and Practice, 132(4), 312-321 Baelo, R., & Canton, I. (2010).Use of information and communication technologies in Castilla& León Universities.Comunicar, 35(1), 159-166. Bâldea, M., Maier, A., &Simionescu, O. (2015). Using Blogs as a Communication tool for Teaching Students in the Architecture Design Studio.Procedia -Social and Behavioral Sciences, 191(2), 2758–2762 Beer, D. (2008). Social network(ing) sites...revisiting the story so far: A response to danahboyd& Nicole Ellison. Journal of Computer-MediatedCommunication, 13(2), 516-529. Briceño, J., & Castellanos, M., (2016) Diplomados para la formación de docentes en el uso pedagógico de las TIC. Opción, 32(11) 164–178.ICT for the promotion of international business academic programs2375 Cano, J.; Baena, J. (2015). Tendencias en el uso de las tecnologías de información y comunicación para la negociación internacional. Estudios Gerenciales, 31(136), 1-12. Cano, J., & Baena, J. (2017). Limitaciones en el uso y apropiación de tecnologías de información y comunicación para la negociación internacional en empresas colombianas. Observatorio, 11(1), 111-133. Chatfield, A., Reddick, C., &Brajawidagda, U. (2015). Government surveillance disclosures, bilateral trust and Indonesia–Australia cross-border security cooperation: Social network analysis of Twitter data. Government Information Quarterly, 32(2), 118–128 Chena, S., & Lin, C. (2015). The impact of customer experience and perceived value on sustainable social relationship in blogs: An empirical study. Technological Forecasting and Social Change, 96(1), 40–50. Cogo, D., Dutra-Brignol, L., &Fragoso, S. (2015). Prácticas cotidianas de acceso a las TIC: otro modo de comprender la inclusión digital. Palabra Clave, 18(1), 156-183 De la Rica, E. (2006). Marketing en internet. Madrid, España: Esic Editorial Del Moral, M., Villalustre, L., & Neira, R. (2014). Oportunidades de las TIC para la innovación educativa en las escuelas rurales. Aula Abierta, 42(1), 61-67. Díaz, E., Martín-Consuegra, D., &Esteban, A.(2008). Evaluación de la eficacia de las páginas web. En E. De Castro, & F. Díaz, Asociación Europea de Dirección y Economía de Empresa. International Conference. AEDEM, España Echeverría, J. (2008). Apropiación social de las tecnologías de la información y la comunicación. Revista iberoamericana de ciencia tecnología y sociedad,4(10), 171-182 Farahani, H.; Aghamohamadi, S.; Kazemi, Z.; Bakhtiarvand, F., &Ansari, M. (2011). Examining the relationship between sensitivity to rejection and using Facebook in university students. Procedia-Social and Behavioral Sciences, 28(1), 807–810. Fleming, P., &Alberdi, M.(2000). Hablemos de marketing interactivo, reflexiones sobre marketing digital y comercio electrónico, Segunda Edición. Madrid: ESICEditorial. Franco, M., & Villarejo, A. (2004). La calidad de servicio electrónico: Un análisis de los efectos moderadores del comportamiento de uso de la web. Cuadernos de Economía y Dirección de la Empresa, 1(21), 121-152 Fumero, A. (2005). Un tutorial sobre blogs. Elabecé del universo blog. Telos:Cuadernos de Comunicación e Innovación, 1(65), 46-59. Gaete, J., & Vásquez, J. (2008). Conocimiento y estructura en la investigación académica: una aproximación desde el análisis de redes sociales. Revista hispana para el análisis de redes sociales, 14(5), 1-33. González-Fernández-Villavicencio, N. (2015). Qué entendemos por usuario como centrodel servicio. Estrategia y táctica en marketing. El profesional de la información, 24(1), 5-13 Guzmán, A., Del Moral, M., González, F., & Gil, H. (2013). Impacto de twitter en la comunicación y promoción institucional de las universidades. Revista de Medios y Educación, 1(43), 139-153. INTEF. (2010). Multimedia y web 2.0: Instituto Nacional de Tecnologías Educativas y Formación.Recovered fromhttp://www.ite.educacion.es/formacion/materiales/155/cd/pdf/01_blogs.pdf ITU. (2005). CMSI Documentos Finales: International Telecommunication Union. Recovered from https://www.itu.int/wsis/outcome/booklet-es.pdf ITU. (2014). ITU releases 2014 ICT figures: International Telecommunication Union. Recovered from https://www.itu.int/net/pressoffice/press_releases/2014/23.aspx Kramer, J., Jenkins, B., &Katz, R. (2007). The Role of the Information and Communications Technology Sector inExpanding Economic Opportunity:Harvard University. Recovered from ICT for the promotion of international business academic programs2377 http://www.hks.harvard.edu/m-rcbg/CSRI/publications/report_22_EO%20ICT%20Final.pdf Lévi, P. (2007). Cibercultura. La cultura en la sociedad digital. Barcelona: Anthropos Lipizzi, C., Iandoli, L., &Ramírez, J. (2015). Extracting and evaluating conversational patterns in social media: A socio-semantic analysis of customers’ reactions to the launch of new products using Twitter streams. International Journal of Information Management, 35(4), 490–503 Llopis, J., González, M., &Gascó, J. (2009). Analysis of corporate web pages as strategic describer.Investigaciones Europeas de Dirección y Economía de la Empresa, 15(3), 119–133 Luu, K., &Quan, V. (2010). Traditional and e-Ducation: How are they different?.International Journal of Learning, 17(4), 87-102. Martínez-Valerio, L. (2012). Estrategias de promoción turística a través de Facebook. Palabra Clave, 15(2), 318-338. Molina, F. (2001). Cómo hacer una página web. Atención Primaria, 28(7), 501–505. Morales, A., Borondo, J., Losada, J., & Benito, R. (2014).Efficiency of human activity on information spreading on Twitter. Social Networks, 30(1), 1–11 Nianlong, L.; Xunhua, G.; Jin, Z.; Guoqing, C. andNan, Z. (2015). Understanding the continued use of intra-organizational blogs: An adaptive habituation model. Computers in Human Behavior, 50(1), 57-65. QS. (2015). QS University Rankings Latin America: The top 250 universities in Latin America 2015. Recovered from http://www.topuniversities.com/system/files/pdf-uploads/qs_university_rankings_latin_america_2015_supplement.pf Quinn, P. (2000). What in the world is the world wide web. Wellington: Colorcraft. Rai, A., Yadav, A., Yadav, B., & Prasad, R. (2008).A conceptual framework for E-learning.EnIEEE International Conference in MOOC, Innovation and Technology in Education, Jaipur,India.2378Jose Jaime Baenaet al. Opción, Año 34, Especial No.18(2018):2359-2379 Rodrigues, D., & Oakley, I. (2009). Social circles: A 3D user interface for facebook. 12th IFIP TC 13 International Conference on Human-Computer Interaction.INTERACT, Uppsala, Sweden. SNIES. (2014).Estadísticas: Sistema Nacional de Información de la Educación Superior. Recovered from http://www.mineducacion.gov.co/sistemasdeinformacion/1735/w3-article-212400.html Tuñez, M., & Sixto, J. (2012). Las redes sociales como entorno docente: análisis del uso de Facebook en la docencia universitaria. Revista de medios y educación,1(41), 77-92. Uzunoğlu, E., &Misci, S. (2014). Brand communicationthrough digital influencers: Leveragingbloggerengagement. International Journal of Information Management, 34(5), 592–602.ICT for the promotion of international business academic programs2379 |
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Baena Rojas, José Jaime4f9c6894-07d7-41a6-8e6d-3fd07cf2d83bCano Arenas, José Alejandro7460d8ab-c056-4d76-8a27-7ec86cd9c7cdArley Giraldo, Didierf0636a34-83e1-47fd-a2d9-8f52b699dcc5Antioquia, Colombia2023-05-01T20:17:38Z2023-05-01T20:17:38Z20181012-1587https://dspace.tdea.edu.co/handle/tdea/28442477-9385This article aims to identify the level of use and the benefits offered by information and communication technologies (ICT) for the international business academic programs in the universities. For this purpose, a perception study in 14 universities of Antioquia, Colombia is carried out. Based on the results, it is concluded that websites and social networks such as Facebook and Twitter are the ICT with the highest level of use and development, and they allow the promotion and positioning of the academic programs, facilitate the learning process and communication with stakeholders, and offer job opportunities to students and graduates.Keywords:ICT, international business, websites, social networks, universities, academic programs.Este artículo tiene como objetivo identificar el nivel de uso y los beneficios que ofrecen las tecnologías de la información y la comunicación (TIC) a los programas de negocios internacionales en las universidades. Para esto, se llevó a cabo un estudio de percepción en 14 universidades de Antioquia, Colombia, que ofrecen el programa de negocios internacionales. Con base en los resultados, se concluye que las TIC más usadas ydesarrolladas son los sitios web y las redes sociales, las cuales promocionan los programas de pregrado, facilitan el proceso de enseñanza y comunicación con públicos de interés, y ofrecen además oportunidades laborales a estudiantes y egresados.Palabrasclave: TIC, negocios internacionales, sitios web, redes sociales, universidades, programas académicos.23 páginasapplication/pdfengUniversidad del ZuliaVenezuelahttps://creativecommons.org/licenses/by-nc-sa/4.0/Atribución-NoComercial-CompartirIgual 4.0 Internacional (CC BY-NC-SA 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2https://produccioncientificaluz.org/index.php/opcion/article/view/24017ICT for the promotion of international business academic programsTIC para la promoción de programas académicos de negocios internacionalesArtículo 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_970fb48d4fbd8a85237918235934OpciónApaolaza, V., Hartmann, P., He, J., Barrutia, J., &Echebarria, C. (2015). Shanghai adolescents’ brand interactions on the Chinese Social Networking Site Qzone: A Uses and Gratifications Approach. Marketing ESIC, 19(1), 62–70.Atalah, A., &Muchemedzi, R. (2006).Improving enrollment in the master of construction management program at Bowling Green State University. Journal of Professional Issues in Engineering Education and Practice, 132(4), 312-321Baelo, R., & Canton, I. (2010).Use of information and communication technologies in Castilla& León Universities.Comunicar, 35(1), 159-166.Bâldea, M., Maier, A., &Simionescu, O. (2015). Using Blogs as a Communication tool for Teaching Students in the Architecture Design Studio.Procedia -Social and Behavioral Sciences, 191(2), 2758–2762Beer, D. (2008). Social network(ing) sites...revisiting the story so far: A response to danahboyd& Nicole Ellison. Journal of Computer-MediatedCommunication, 13(2), 516-529.Briceño, J., & Castellanos, M., (2016) Diplomados para la formación de docentes en el uso pedagógico de las TIC. Opción, 32(11) 164–178.ICT for the promotion of international business academic programs2375Cano, J.; Baena, J. (2015). Tendencias en el uso de las tecnologías de información y comunicación para la negociación internacional. Estudios Gerenciales, 31(136), 1-12.Cano, J., & Baena, J. (2017). Limitaciones en el uso y apropiación de tecnologías de información y comunicación para la negociación internacional en empresas colombianas. Observatorio, 11(1), 111-133.Chatfield, A., Reddick, C., &Brajawidagda, U. (2015). Government surveillance disclosures, bilateral trust and Indonesia–Australia cross-border security cooperation: Social network analysis of Twitter data. Government Information Quarterly, 32(2), 118–128Chena, S., & Lin, C. (2015). The impact of customer experience and perceived value on sustainable social relationship in blogs: An empirical study. Technological Forecasting and Social Change, 96(1), 40–50.Cogo, D., Dutra-Brignol, L., &Fragoso, S. (2015). Prácticas cotidianas de acceso a las TIC: otro modo de comprender la inclusión digital. Palabra Clave, 18(1), 156-183De la Rica, E. (2006). Marketing en internet. Madrid, España: Esic EditorialDel Moral, M., Villalustre, L., & Neira, R. (2014). Oportunidades de las TIC para la innovación educativa en las escuelas rurales. Aula Abierta, 42(1), 61-67.Díaz, E., Martín-Consuegra, D., &Esteban, A.(2008). Evaluación de la eficacia de las páginas web. En E. De Castro, & F. Díaz, Asociación Europea de Dirección y Economía de Empresa. International Conference. AEDEM, EspañaEcheverría, J. (2008). Apropiación social de las tecnologías de la información y la comunicación. Revista iberoamericana de ciencia tecnología y sociedad,4(10), 171-182Farahani, H.; Aghamohamadi, S.; Kazemi, Z.; Bakhtiarvand, F., &Ansari, M. (2011). Examining the relationship between sensitivity to rejection and using Facebook in university students. Procedia-Social and Behavioral Sciences, 28(1), 807–810.Fleming, P., &Alberdi, M.(2000). Hablemos de marketing interactivo, reflexiones sobre marketing digital y comercio electrónico, Segunda Edición. Madrid: ESICEditorial.Franco, M., & Villarejo, A. (2004). La calidad de servicio electrónico: Un análisis de los efectos moderadores del comportamiento de uso de la web. Cuadernos de Economía y Dirección de la Empresa, 1(21), 121-152Fumero, A. (2005). Un tutorial sobre blogs. Elabecé del universo blog. Telos:Cuadernos de Comunicación e Innovación, 1(65), 46-59.Gaete, J., & Vásquez, J. (2008). Conocimiento y estructura en la investigación académica: una aproximación desde el análisis de redes sociales. Revista hispana para el análisis de redes sociales, 14(5), 1-33.González-Fernández-Villavicencio, N. (2015). Qué entendemos por usuario como centrodel servicio. Estrategia y táctica en marketing. El profesional de la información, 24(1), 5-13Guzmán, A., Del Moral, M., González, F., & Gil, H. (2013). Impacto de twitter en la comunicación y promoción institucional de las universidades. Revista de Medios y Educación, 1(43), 139-153.INTEF. (2010). Multimedia y web 2.0: Instituto Nacional de Tecnologías Educativas y Formación.Recovered fromhttp://www.ite.educacion.es/formacion/materiales/155/cd/pdf/01_blogs.pdfITU. (2005). CMSI Documentos Finales: International Telecommunication Union. Recovered from https://www.itu.int/wsis/outcome/booklet-es.pdfITU. (2014). ITU releases 2014 ICT figures: International Telecommunication Union. Recovered from https://www.itu.int/net/pressoffice/press_releases/2014/23.aspxKramer, J., Jenkins, B., &Katz, R. (2007). The Role of the Information and Communications Technology Sector inExpanding Economic Opportunity:Harvard University. Recovered from ICT for the promotion of international business academic programs2377 http://www.hks.harvard.edu/m-rcbg/CSRI/publications/report_22_EO%20ICT%20Final.pdfLévi, P. (2007). Cibercultura. La cultura en la sociedad digital. Barcelona: AnthroposLipizzi, C., Iandoli, L., &Ramírez, J. (2015). Extracting and evaluating conversational patterns in social media: A socio-semantic analysis of customers’ reactions to the launch of new products using Twitter streams. International Journal of Information Management, 35(4), 490–503Llopis, J., González, M., &Gascó, J. (2009). Analysis of corporate web pages as strategic describer.Investigaciones Europeas de Dirección y Economía de la Empresa, 15(3), 119–133Luu, K., &Quan, V. (2010). Traditional and e-Ducation: How are they different?.International Journal of Learning, 17(4), 87-102.Martínez-Valerio, L. (2012). Estrategias de promoción turística a través de Facebook. Palabra Clave, 15(2), 318-338.Molina, F. (2001). Cómo hacer una página web. Atención Primaria, 28(7), 501–505.Morales, A., Borondo, J., Losada, J., & Benito, R. (2014).Efficiency of human activity on information spreading on Twitter. Social Networks, 30(1), 1–11Nianlong, L.; Xunhua, G.; Jin, Z.; Guoqing, C. andNan, Z. (2015). Understanding the continued use of intra-organizational blogs: An adaptive habituation model. Computers in Human Behavior, 50(1), 57-65.QS. (2015). QS University Rankings Latin America: The top 250 universities in Latin America 2015. Recovered from http://www.topuniversities.com/system/files/pdf-uploads/qs_university_rankings_latin_america_2015_supplement.pfQuinn, P. (2000). What in the world is the world wide web. Wellington: Colorcraft.Rai, A., Yadav, A., Yadav, B., & Prasad, R. (2008).A conceptual framework for E-learning.EnIEEE International Conference in MOOC, Innovation and Technology in Education, Jaipur,India.2378Jose Jaime Baenaet al. Opción, Año 34, Especial No.18(2018):2359-2379Rodrigues, D., & Oakley, I. (2009). Social circles: A 3D user interface for facebook. 12th IFIP TC 13 International Conference on Human-Computer Interaction.INTERACT, Uppsala, Sweden.SNIES. (2014).Estadísticas: Sistema Nacional de Información de la Educación Superior. Recovered from http://www.mineducacion.gov.co/sistemasdeinformacion/1735/w3-article-212400.htmlTuñez, M., & Sixto, J. (2012). Las redes sociales como entorno docente: análisis del uso de Facebook en la docencia universitaria. Revista de medios y educación,1(41), 77-92.Uzunoğlu, E., &Misci, S. (2014). Brand communicationthrough digital influencers: Leveragingbloggerengagement. 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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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