DISEÑO E IMPLEMENTACIÓN DE UN ASISTENTE VIRTUAL PARA EL ÁREA DE ADMISIONES Y REGISTROS DEL TECNOLÓGICO DE ANTIOQUIA INSTITUCIÓN UNIVERSITARIA
En este proyecto de grado se creó un asistente virtual para el departamento de admisiones y registros del Tecnológico de Antioquia, Institución Universitaria utilizando una arquitectura de servicios en la nube de Amazon Web Services (AWS). El asistente virtual hace uso de tecnologías como AWS Lambda...
- Autores:
-
AGUDELO VASQUEZ, JOHAN ESTEBAN
OTALVARO RIVERA, STEPHANY
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2023
- Institución:
- Tecnológico de Antioquia
- Repositorio:
- Repositorio Tdea
- Idioma:
- spa
- OAI Identifier:
- oai:dspace.tdea.edu.co:tdea/3633
- Acceso en línea:
- https://dspace.tdea.edu.co/handle/tdea/3633
https://dspace.tdea.edu.co/
- Palabra clave:
- Asistente virtual
Chatbot
Dominio de voz
Proceso de admisiones y registro
Experiencia de usuario
Amazon Lex
AWS
IA
TdeA
Amazon Web Services
- Rights
- openAccess
- License
- Tecnológico de Antioquia, Institución Universitaria, 2023
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DISEÑO E IMPLEMENTACIÓN DE UN ASISTENTE VIRTUAL PARA EL ÁREA DE ADMISIONES Y REGISTROS DEL TECNOLÓGICO DE ANTIOQUIA INSTITUCIÓN UNIVERSITARIA |
| title |
DISEÑO E IMPLEMENTACIÓN DE UN ASISTENTE VIRTUAL PARA EL ÁREA DE ADMISIONES Y REGISTROS DEL TECNOLÓGICO DE ANTIOQUIA INSTITUCIÓN UNIVERSITARIA |
| spellingShingle |
DISEÑO E IMPLEMENTACIÓN DE UN ASISTENTE VIRTUAL PARA EL ÁREA DE ADMISIONES Y REGISTROS DEL TECNOLÓGICO DE ANTIOQUIA INSTITUCIÓN UNIVERSITARIA Asistente virtual Chatbot Dominio de voz Proceso de admisiones y registro Experiencia de usuario Amazon Lex AWS IA TdeA Amazon Web Services |
| title_short |
DISEÑO E IMPLEMENTACIÓN DE UN ASISTENTE VIRTUAL PARA EL ÁREA DE ADMISIONES Y REGISTROS DEL TECNOLÓGICO DE ANTIOQUIA INSTITUCIÓN UNIVERSITARIA |
| title_full |
DISEÑO E IMPLEMENTACIÓN DE UN ASISTENTE VIRTUAL PARA EL ÁREA DE ADMISIONES Y REGISTROS DEL TECNOLÓGICO DE ANTIOQUIA INSTITUCIÓN UNIVERSITARIA |
| title_fullStr |
DISEÑO E IMPLEMENTACIÓN DE UN ASISTENTE VIRTUAL PARA EL ÁREA DE ADMISIONES Y REGISTROS DEL TECNOLÓGICO DE ANTIOQUIA INSTITUCIÓN UNIVERSITARIA |
| title_full_unstemmed |
DISEÑO E IMPLEMENTACIÓN DE UN ASISTENTE VIRTUAL PARA EL ÁREA DE ADMISIONES Y REGISTROS DEL TECNOLÓGICO DE ANTIOQUIA INSTITUCIÓN UNIVERSITARIA |
| title_sort |
DISEÑO E IMPLEMENTACIÓN DE UN ASISTENTE VIRTUAL PARA EL ÁREA DE ADMISIONES Y REGISTROS DEL TECNOLÓGICO DE ANTIOQUIA INSTITUCIÓN UNIVERSITARIA |
| dc.creator.fl_str_mv |
AGUDELO VASQUEZ, JOHAN ESTEBAN OTALVARO RIVERA, STEPHANY |
| dc.contributor.advisor.none.fl_str_mv |
GONZÁLEZ RAMÍREZ, MARÍA NELCY |
| dc.contributor.author.none.fl_str_mv |
AGUDELO VASQUEZ, JOHAN ESTEBAN OTALVARO RIVERA, STEPHANY |
| dc.subject.proposal.none.fl_str_mv |
Asistente virtual Chatbot Dominio de voz Proceso de admisiones y registro Experiencia de usuario Amazon Lex AWS IA TdeA Amazon Web Services |
| topic |
Asistente virtual Chatbot Dominio de voz Proceso de admisiones y registro Experiencia de usuario Amazon Lex AWS IA TdeA Amazon Web Services |
| description |
En este proyecto de grado se creó un asistente virtual para el departamento de admisiones y registros del Tecnológico de Antioquia, Institución Universitaria utilizando una arquitectura de servicios en la nube de Amazon Web Services (AWS). El asistente virtual hace uso de tecnologías como AWS Lambda, Amazon Lex, Amazon S3 y Amazon DynamoDB y cuenta con una interfaz conversacional. Los resultados obtenidos demuestran que el asistente virtual agiliza los procedimientos administrativos, disminuye la carga de trabajo del personal y mejora el entorno de aprendizaje de los estudiantes al facilitar un acceso rápido y sencillo a la información necesaria. |
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2023 |
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2023-06-23T19:28:39Z |
| dc.date.available.none.fl_str_mv |
2023-06-23T19:28:39Z |
| dc.date.issued.none.fl_str_mv |
2023-06-22 |
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Trabajo de grado - Pregrado |
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http://purl.org/coar/resource_type/c_7a1f |
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https://dspace.tdea.edu.co/handle/tdea/3633 |
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Tecnologico de Antioquia Institución Universitaria |
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Adamopoulou, E., & Moussiades, L. (2020). An Overview of Chatbot Technology. IFIP Advances in Information and Communication Technology, 584 IFIP. https://doi.org/10.1007/978-3-030-49186-4_31 Agarwal, S., & Linh, N. T. D. (2021). A Study of Student’s Subjective Well-Being Through Chatbot in Higher Education. In Intelligent Systems Reference Library (Vol. 193). https://doi.org/10.1007/978-3-030-57835-0_28 Augello, A., Pilato, G., Machi, A., & Gaglio, S. (2012). An approach to enhance chatbot semantic power and maintainability: Experiences within the FRASI project. Proceedings - IEEE 6th International Conference on Semantic Computing, ICSC 2012. https://doi.org/10.1109/ICSC.2012.26 Drift. (2021). 2021 State of Conversational Marketing. https://www.drift.com/books-reports/conversational-marketing-trends/ Edwing Cristian Artica Llacta. (2020). Implementación de un asistente virtual para la atención al cliente en Electrocentro S. A. de Huancayo. Erick Ibarra Cruz. (2020). Implementación de un asistente basado en inteligencia artificial para ambientes de aprendizaje de niños con discapacidad visual. Følstad, A., & Brandtzaeg, P. B. (2020). Users’ experiences with chatbots: findings from a questionnaire study. Quality and User Experience, 5(1). https://doi.org/10.1007/s41233-020-00033-2 Følstad, A., Nordheim, C. B., & Bjørkli, C. A. (2018). What makes users trust a chatbot for customer service? An exploratory interview study. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 11193 LNCS. https://doi.org/10.1007/978-3-030-01437-7_16 Følstad, A., & Taylor, C. (2020). Conversational Repair in Chatbots for Customer Service: The Effect of Expressing Uncertainty and Suggesting Alternatives. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 11970 LNCS. https://doi.org/10.1007/978-3-030-39540-7_14 Gonzalo Ivan Riego Caravantes. (2017). Prototipo de un asistente virtual interactivo para la mejora educativa en los tres primeros grados para la educación primaria en el Estado de México. Hsu, I. C., & Chang, C. C. (2021). Integrating machine learning and open data into social Chatbot for filtering information rumor. Journal of Ambient Intelligence and Humanized Computing, 12(1). https://doi.org/10.1007/s12652-020-02119-3 InformePQRDFSegundosemestre2022DireccindeControlInterno. (2022). https://www.tdea.edu.co/images/tdea/galeria/transparencia_images/InformePQRDFSegundosemestre2022DireccindeControlInterno.pdf Jiang, H., Cheng, Y., Yang, J., & Gao, S. (2022). AI-powered chatbot communication with customers: Dialogic interactions, satisfaction, engagement, and customer behavior. Computers in Human Behavior, 134. https://doi.org/10.1016/j.chb.2022.107329 Lee, K., Jo, J., Kim, J., & Kang, Y. (2019). Can Chatbots Help Reduce the Workload of Administrative Officers? - Implementing and Deploying FAQ Chatbot Service in a University. Communications in Computer and Information Science, 1032. https://doi.org/10.1007/978-3-030-23522-2_45 Mario Enrique Santos Méndez. (2018). Introducción de un diseño de una plataforma virtual para la interacción entre docente y estudiante con la integración de un asistente virtual (chatbot) orientada a los estudiantes del 2do y 3ro de bachillerato. Misischia, C. V., Poecze, F., & Strauss, C. (2022). Chatbots in customer service: Their relevance and impact on service quality. Procedia Computer Science, 201(C), 421–428. https://doi.org/10.1016/j.procs.2022.03.055 Nirala, K. K., Singh, N. K., & Purani, V. S. (2022). A survey on providing customer and public administration based services using AI: chatbot. Multimedia Tools and Applications, 81(16). https://doi.org/10.1007/s11042-021-11458-y Pesonen, J. A. (2021). ‘Are You OK?’ Students’ Trust in a Chatbot Providing Support Opportunities. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 12785 LNCS. https://doi.org/10.1007/978-3-030-77943-6_13 Pisařovic, I., Dařena, F., Procházka, D., & Janiš, V. (2022). Preprocessing of normative documents for interactive question answering. Expert Systems with Applications, 191. https://doi.org/10.1016/j.eswa.2021.116314 van der Goot, M. J., Hafkamp, L., & Dankfort, Z. (2021). Customer Service Chatbots: A Qualitative Interview Study into the Communication Journey of Customers. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 12604 LNCS. https://doi.org/10.1007/978-3-030-68288-0_13 Wang, X., Lin, X., & Shao, B. (2022). How does artificial intelligence create business agility? Evidence from chatbots. International Journal of Information Management, 66. https://doi.org/10.1016/j.ijinfomgt.2022.102535 Wu, Y., Li, Z., Wu, W., & Zhou, M. (2018). Response selection with topic clues for retrieval-based chatbots. Neurocomputing, 316. https://doi.org/10.1016/j.neucom.2018.07.073 |
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GONZÁLEZ RAMÍREZ, MARÍA NELCY16f28947-c435-468a-8444-91a1490cd225AGUDELO VASQUEZ, JOHAN ESTEBAN7ab76c23-1d0f-4d6e-aeca-5ded42d1e373OTALVARO RIVERA, STEPHANYa274020b-edba-4b69-8ffe-c136f483b2692023-06-23T19:28:39Z2023-06-23T19:28:39Z2023-06-22APAhttps://dspace.tdea.edu.co/handle/tdea/3633Tecnologico de Antioquia Institución UniversitariaRepositorio Institucional Tecnologico de Antioquiahttps://dspace.tdea.edu.co/En este proyecto de grado se creó un asistente virtual para el departamento de admisiones y registros del Tecnológico de Antioquia, Institución Universitaria utilizando una arquitectura de servicios en la nube de Amazon Web Services (AWS). El asistente virtual hace uso de tecnologías como AWS Lambda, Amazon Lex, Amazon S3 y Amazon DynamoDB y cuenta con una interfaz conversacional. Los resultados obtenidos demuestran que el asistente virtual agiliza los procedimientos administrativos, disminuye la carga de trabajo del personal y mejora el entorno de aprendizaje de los estudiantes al facilitar un acceso rápido y sencillo a la información necesaria.PregradoIngeniero(a) de Software98 Páginasapplication/pdfspaTecnológico de Antioquia, Institución UniversitariaFacultad de IngenieríaIngenieria de SoftwareMedellínTecnológico de Antioquia, Institución Universitaria, 2023https://creativecommons.org/licenses/by-nc/4.0/Atribución-NoComercial 4.0 Internacional (CC BY-NC 4.0)info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2DISEÑO E IMPLEMENTACIÓN DE UN ASISTENTE VIRTUAL PARA EL ÁREA DE ADMISIONES Y REGISTROS DEL TECNOLÓGICO DE ANTIOQUIA INSTITUCIÓN UNIVERSITARIATrabajo de grado - Pregradohttp://purl.org/coar/resource_type/c_7a1fTextinfo:eu-repo/semantics/bachelorThesishttp://purl.org/redcol/resource_type/TPinfo:eu-repo/semantics/acceptedVersionAdamopoulou, E., & Moussiades, L. (2020). An Overview of Chatbot Technology. IFIP Advances in Information and Communication Technology, 584 IFIP. https://doi.org/10.1007/978-3-030-49186-4_31Agarwal, S., & Linh, N. T. D. (2021). A Study of Student’s Subjective Well-Being Through Chatbot in Higher Education. In Intelligent Systems Reference Library (Vol. 193). https://doi.org/10.1007/978-3-030-57835-0_28Augello, A., Pilato, G., Machi, A., & Gaglio, S. (2012). An approach to enhance chatbot semantic power and maintainability: Experiences within the FRASI project. Proceedings - IEEE 6th International Conference on Semantic Computing, ICSC 2012. https://doi.org/10.1109/ICSC.2012.26Drift. (2021). 2021 State of Conversational Marketing. https://www.drift.com/books-reports/conversational-marketing-trends/Edwing Cristian Artica Llacta. (2020). Implementación de un asistente virtual para la atención al cliente en Electrocentro S. A. de Huancayo.Erick Ibarra Cruz. (2020). Implementación de un asistente basado en inteligencia artificial para ambientes de aprendizaje de niños con discapacidad visual.Følstad, A., & Brandtzaeg, P. B. (2020). Users’ experiences with chatbots: findings from a questionnaire study. Quality and User Experience, 5(1). https://doi.org/10.1007/s41233-020-00033-2Følstad, A., Nordheim, C. B., & Bjørkli, C. A. (2018). What makes users trust a chatbot for customer service? An exploratory interview study. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 11193 LNCS. https://doi.org/10.1007/978-3-030-01437-7_16Følstad, A., & Taylor, C. (2020). Conversational Repair in Chatbots for Customer Service: The Effect of Expressing Uncertainty and Suggesting Alternatives. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 11970 LNCS. https://doi.org/10.1007/978-3-030-39540-7_14Gonzalo Ivan Riego Caravantes. (2017). Prototipo de un asistente virtual interactivo para la mejora educativa en los tres primeros grados para la educación primaria en el Estado de México.Hsu, I. C., & Chang, C. C. (2021). Integrating machine learning and open data into social Chatbot for filtering information rumor. Journal of Ambient Intelligence and Humanized Computing, 12(1). https://doi.org/10.1007/s12652-020-02119-3InformePQRDFSegundosemestre2022DireccindeControlInterno. (2022). https://www.tdea.edu.co/images/tdea/galeria/transparencia_images/InformePQRDFSegundosemestre2022DireccindeControlInterno.pdfJiang, H., Cheng, Y., Yang, J., & Gao, S. (2022). AI-powered chatbot communication with customers: Dialogic interactions, satisfaction, engagement, and customer behavior. Computers in Human Behavior, 134. https://doi.org/10.1016/j.chb.2022.107329Lee, K., Jo, J., Kim, J., & Kang, Y. (2019). Can Chatbots Help Reduce the Workload of Administrative Officers? - Implementing and Deploying FAQ Chatbot Service in a University. Communications in Computer and Information Science, 1032. https://doi.org/10.1007/978-3-030-23522-2_45Mario Enrique Santos Méndez. (2018). Introducción de un diseño de una plataforma virtual para la interacción entre docente y estudiante con la integración de un asistente virtual (chatbot) orientada a los estudiantes del 2do y 3ro de bachillerato.Misischia, C. V., Poecze, F., & Strauss, C. (2022). Chatbots in customer service: Their relevance and impact on service quality. Procedia Computer Science, 201(C), 421–428. https://doi.org/10.1016/j.procs.2022.03.055Nirala, K. K., Singh, N. K., & Purani, V. S. (2022). A survey on providing customer and public administration based services using AI: chatbot. Multimedia Tools and Applications, 81(16). https://doi.org/10.1007/s11042-021-11458-yPesonen, J. A. (2021). ‘Are You OK?’ Students’ Trust in a Chatbot Providing Support Opportunities. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 12785 LNCS. https://doi.org/10.1007/978-3-030-77943-6_13Pisařovic, I., Dařena, F., Procházka, D., & Janiš, V. (2022). Preprocessing of normative documents for interactive question answering. Expert Systems with Applications, 191. https://doi.org/10.1016/j.eswa.2021.116314van der Goot, M. J., Hafkamp, L., & Dankfort, Z. (2021). Customer Service Chatbots: A Qualitative Interview Study into the Communication Journey of Customers. Lecture Notes in Computer Science (Including Subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics), 12604 LNCS. https://doi.org/10.1007/978-3-030-68288-0_13Wang, X., Lin, X., & Shao, B. (2022). How does artificial intelligence create business agility? Evidence from chatbots. International Journal of Information Management, 66. https://doi.org/10.1016/j.ijinfomgt.2022.102535Wu, Y., Li, Z., Wu, W., & Zhou, M. (2018). Response selection with topic clues for retrieval-based chatbots. 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icable), 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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