Identity of place and care of the physical school environment
Introduction: To examine the relationship between place identity and care of the physical school environment. While care is understood as an attribute of the relationship that requires education and commitment, as a relationship between the one who cares and the one who is cared for, it is achieved...
- Autores:
-
Florez, Alfredo
Santamaria Ruiz, Mauricio junior
- Tipo de recurso:
- Article of investigation
- Fecha de publicación:
- 2024
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- eng
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/13384
- Acceso en línea:
- https://hdl.handle.net/11323/13384
https://doi.org/10.21803/penamer.17.35.650
https://repositorio.cuc.edu.co/
- Palabra clave:
- Care
Education
Physical environment
Identity of place
Cuidado
Educación
Entorno físico
Identidad de lugar
Cuidado
Educação
Ambiente físico
Identidade de lugar
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
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Identity of place and care of the physical school environment |
| dc.title.spa.fl_str_mv |
Identidad de lugar y cuidado del entorno físico escolar |
| dc.title.por.fl_str_mv |
Identidade do lugar e cuidado com o ambiente físico da escola |
| title |
Identity of place and care of the physical school environment |
| spellingShingle |
Identity of place and care of the physical school environment Care Education Physical environment Identity of place Cuidado Educación Entorno físico Identidad de lugar Cuidado Educação Ambiente físico Identidade de lugar |
| title_short |
Identity of place and care of the physical school environment |
| title_full |
Identity of place and care of the physical school environment |
| title_fullStr |
Identity of place and care of the physical school environment |
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Identity of place and care of the physical school environment |
| title_sort |
Identity of place and care of the physical school environment |
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Florez, Alfredo Santamaria Ruiz, Mauricio junior |
| dc.contributor.author.none.fl_str_mv |
Florez, Alfredo Santamaria Ruiz, Mauricio junior |
| dc.subject.proposal.eng.fl_str_mv |
Care Education Physical environment Identity of place |
| topic |
Care Education Physical environment Identity of place Cuidado Educación Entorno físico Identidad de lugar Cuidado Educação Ambiente físico Identidade de lugar |
| dc.subject.proposal.spa.fl_str_mv |
Cuidado Educación Entorno físico Identidad de lugar |
| dc.subject.proposal.por.fl_str_mv |
Cuidado Educação Ambiente físico Identidade de lugar |
| description |
Introduction: To examine the relationship between place identity and care of the physical school environment. While care is understood as an attribute of the relationship that requires education and commitment, as a relationship between the one who cares and the one who is cared for, it is achieved when both people accept it, nurture it and commit to it. Methodology: A mixed method is approached, using descriptive statistics to present the information, data analysis was performed through IBM SPSS statistics software to perform statistical tests and relationships between variables, contrasting with its qualitative aspect from observation through a checklist, only to improve reliability. Results: a positive relationship is shown between identity of place and care of the school physical environment; with respect to identity of place and student education levels, the relationship is inverse and negative with a dependent value of -10.71. Conclusions: the finding can be used to create educational guidelines that contribute to institutional strategies, to achieve greater awareness and care about the space they use, concluding that schools should be conceived as environments that resonate deeply with students, fostering a stronger sense of identity and connection, to solve the opportunities for improvement found in the identity of place as students' academic levels increase. |
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2024-09-16 |
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Flórez; A. y Santamaría; M. (2024). Identity of place and care of the physical school environment. Pensamiento Americano, e#:650 17(35), DOI: https://doi.org/10.21803/ penamer.17.35.650 |
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Corporación Universidad de la Costa |
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Flórez; A. y Santamaría; M. (2024). Identity of place and care of the physical school environment. Pensamiento Americano, e#:650 17(35), DOI: https://doi.org/10.21803/ penamer.17.35.650 2027-2448 2745-1402 Corporación Universidad de la Costa REDICUC - Repositorio CUC |
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eng |
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Breakwell, G. (1993). Social representations and social identity. Papers on social representations, 2, 198-217. Breakwell, G. M. (1986). Political and attributional responses of the young short-term unemployed. Political Psychology, 575-586. Breakwell, G. M. (1992). Processes of self-evaluation: Efficacy and estrangement. In Social psychology of identity and the self. (pp. 35-55). Surrey University Press in association with Academic Press. Chaux, E. (2005). Las relaciones de cuidado en el aula y la institución educativa. En la educación desde las éticas del cuidado y la compasión. Editorial Pontificia Universidad Javeriana Cifuentes, M. J. (2005). La ética del cuidado y la compasión: una respuesta a los problemas del mundo actual. Vicerrectoría Académica – Pontificia Universidad Javeriana Escobar, A. P. (2005). El cuidado de las relaciones de familia como eje integral del crecimiento de los niños en la formación moral de la escuela. En La educación desde las éticas del cuidado y la compasión. Editorial Pontificia Universidad Javeriana. Goleman, D. (2006). Inteligencia Social. Editorial Planeta Mexicana. Holahan, C. J. (1999). Psicología Ambiental: un enfoque general. Editorial Limusa. Grinberg, M. (2002). Edgar Morin y el pensamiento complejo. Campo de ideas. Honess, T. & Yardley, K. (1987). Perspectives across the lifespan. Self and Identity. Perspectives across the Lifespan. Routledge & Kegan Paul. Knez, I. (2005). Attachment and identity as related to place and its perceived climate. Journal of Environmental Psychology, 25. 207-218. Morin, E. (1999). Seven complex sessons in education for de future. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000117740 Neisser, U. (1993). The self perceived. In U. Neisser (Ed.), The perceived self: Ecological and interpersonal sources of self-knowledge (pp. 3–21). Cambridge University Press. Noddings, N. (2002). Educating moral people: A caring alternative to character education. Teachers College, Columbia University. Olweus, D (1983). Low school achievement and agressive behaviour in adolescent boys. En D. Magnusson y V. Allen (Eds.), Human developrnent. An interactional perspective (pp. 353-365). Academic Press. Páramo, P. (2007). El significado de los lugares públicos para la gente en Bogotá. Universidad Pedagógica Nacional. Proshansky, H. M., Fabian, A. K., & Kaminoff, R. (1983). Placeidentity: Physical world socialization of the self. Journal of Environmental Psychology 3. 57-83. https://doi. org/10.1016/S0272-4944(83)80021-8 Ramírez Molina, R., Padrón Molina, M., Vergara Ramos, L. & Santamaria Ruiz, M. (2023). La Psicología: un acercamiento desde la teoría. Revista Latinoamericana De Difusión Científica, 5(8), 81-94. https://doi.org/10.38186/ difcie.58.05 Relph, E. (1976). Place and Placelessness. Harper and Row. Twigger-Ross, C. L. & Uzzell, D. L. (1996). Attachment and identity related to place and perceived climate. Journal of Environmental Psychology, 25, 207-218 |
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Barranquila, Colombia |
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Atribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)https://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Florez, AlfredoSantamaria Ruiz, Mauricio juniorvirtual::22-12024-09-25T18:39:40Z2024-09-25T18:39:40Z2024-09-16Flórez; A. y Santamaría; M. (2024). Identity of place and care of the physical school environment. Pensamiento Americano, e#:650 17(35), DOI: https://doi.org/10.21803/ penamer.17.35.6502027-2448https://hdl.handle.net/11323/13384https://doi.org/10.21803/penamer.17.35.6502745-1402Corporación Universidad de la CostaREDICUC - Repositorio CUChttps://repositorio.cuc.edu.co/Introduction: To examine the relationship between place identity and care of the physical school environment. While care is understood as an attribute of the relationship that requires education and commitment, as a relationship between the one who cares and the one who is cared for, it is achieved when both people accept it, nurture it and commit to it. Methodology: A mixed method is approached, using descriptive statistics to present the information, data analysis was performed through IBM SPSS statistics software to perform statistical tests and relationships between variables, contrasting with its qualitative aspect from observation through a checklist, only to improve reliability. Results: a positive relationship is shown between identity of place and care of the school physical environment; with respect to identity of place and student education levels, the relationship is inverse and negative with a dependent value of -10.71. Conclusions: the finding can be used to create educational guidelines that contribute to institutional strategies, to achieve greater awareness and care about the space they use, concluding that schools should be conceived as environments that resonate deeply with students, fostering a stronger sense of identity and connection, to solve the opportunities for improvement found in the identity of place as students' academic levels increase.Introducción: Examinar la relación entre la identidad de lugar y el cuidado del entorno físico escolar. Si bien, el cuidado es entendido como atributo de la relación que requiere de educación y compromiso, como una relación entre el que cuida y el que es cuidado, se logra cuando las dos personas la aceptan, la nutren y se comprometen con ella. Metodología: Se aborda un método mixto, usando estadística descriptiva para presentar la información, el análisis de datos se realizó a través del software IBM SPSS statistics para realizar las pruebas estadísticas y relaciones entre variables, contrastando con su vertiente cualitativa desde la observación a través de una lista de chequeo, solo para mejorar la fiabilidad. Resultados: se muestra una relación positiva entre identidad de lugar y cuidado del entorno físico escolar, con respecto a identidad de lugar y los niveles de formación estudiantil, la relación es inversa y negativa con un valor dependiente de −10.71. Conclusiones: el hallazgo puede ser aprovechado para crear lineamientos educativos que aporten a estrategias institucionales, para lograr mayor conciencia y cuidado sobre el espacio que utilizan, concluyendo en que las escuelas deben ser concebidas como entornos que resuenen profundamente con los estudiantes, fomentando un sentido más fuerte de identidad y conexión, para resolver las oportunidades de mejora encontradas en la identidad del lugar al ir incrementando en los niveles académicos de los estudiantes.Objetivo: Examinar a relação entre a identidade local e o cuidado com o ambiente físicoda escola. Embora o cuidado seja entendido como um atributo do relacionamento que requer educação e comprometimento, como um relacionamento entre o cuidador e o cuidado, ele é alcançado quando ambas as pessoas o aceitam, nutrem e se comprometem com ele. Metodologia: foi utilizada uma abordagem de método misto, com o uso de estatísticas descritivas para apresentar as informações; a análise dos dados foi feita com o uso do software estatístico IBM SPSS para realizar testes estatísticos e relações entre variáveis, contrastando com seu aspecto qualitativo de observação por meio de uma lista de verificação, apenas para aumentar a confiabilidade. Resultados: foi demonstrada uma relação positiva entre a identidade do lugar e o cuidado com o ambiente físico da escola; com relação à identidade do lugar e aos níveis de educação dos alunos, a relação é inversa e negativa, com um valor dependente de -10,71. Conclusões: os resultados podem ser usados para criar diretrizes educacionais que contribuam para estratégias institucionais, a fim de alcançar maior consciência e cuidado com o espaço que utilizam, concluindo que as escolas devem ser concebidas como ambientes que ressoam profundamente com os alunos, promovendo um senso mais forte de identidade e conexão, para resolver as oportunidades de melhoria encontradas na identidade de lugar à medida que os níveis acadêmicos dos alunos aumentam.14 páginasapplication/pdfengCorporación Universitaria AmericanaBarranquila, Colombiahttps://publicaciones.americana.edu.co/index.php/pensamientoamericano/article/view/650Identity of place and care of the physical school environmentIdentidad de lugar y cuidado del entorno físico escolarIdentidade do lugar e cuidado com o ambiente físico da escolaArtículo 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_970fb48d4fbd8a85Pensamiento AmericanoBreakwell, G. (1993). Social representations and social identity. Papers on social representations, 2, 198-217.Breakwell, G. M. (1986). Political and attributional responses of the young short-term unemployed. Political Psychology, 575-586.Breakwell, G. M. (1992). Processes of self-evaluation: Efficacy and estrangement. In Social psychology of identity and the self. (pp. 35-55). Surrey University Press in association with Academic Press.Chaux, E. (2005). Las relaciones de cuidado en el aula y la institución educativa. En la educación desde las éticas del cuidado y la compasión. Editorial Pontificia Universidad JaverianaCifuentes, M. J. (2005). La ética del cuidado y la compasión: una respuesta a los problemas del mundo actual. Vicerrectoría Académica – Pontificia Universidad JaverianaEscobar, A. P. (2005). El cuidado de las relaciones de familia como eje integral del crecimiento de los niños en la formación moral de la escuela. En La educación desde las éticas del cuidado y la compasión. Editorial Pontificia Universidad Javeriana.Goleman, D. (2006). Inteligencia Social. Editorial Planeta Mexicana. Holahan, C. J. (1999). Psicología Ambiental: un enfoque general. Editorial Limusa.Grinberg, M. (2002). Edgar Morin y el pensamiento complejo. Campo de ideas.Honess, T. & Yardley, K. (1987). Perspectives across the lifespan. Self and Identity. Perspectives across the Lifespan. Routledge & Kegan Paul.Knez, I. (2005). Attachment and identity as related to place and its perceived climate. Journal of Environmental Psychology, 25. 207-218.Morin, E. (1999). Seven complex sessons in education for de future. UNESCO. https://unesdoc.unesco.org/ark:/48223/pf0000117740Neisser, U. (1993). The self perceived. In U. Neisser (Ed.), The perceived self: Ecological and interpersonal sources of self-knowledge (pp. 3–21). Cambridge University Press.Noddings, N. (2002). Educating moral people: A caring alternative to character education. Teachers College, Columbia University.Olweus, D (1983). Low school achievement and agressive behaviour in adolescent boys. En D. Magnusson y V. Allen (Eds.), Human developrnent. An interactional perspective (pp. 353-365). Academic Press.Páramo, P. (2007). El significado de los lugares públicos para la gente en Bogotá. Universidad Pedagógica Nacional.Proshansky, H. M., Fabian, A. K., & Kaminoff, R. (1983). Placeidentity: Physical world socialization of the self. Journal of Environmental Psychology 3. 57-83. https://doi. org/10.1016/S0272-4944(83)80021-8Ramírez Molina, R., Padrón Molina, M., Vergara Ramos, L. & Santamaria Ruiz, M. (2023). La Psicología: un acercamiento desde la teoría. Revista Latinoamericana De Difusión Científica, 5(8), 81-94. https://doi.org/10.38186/ difcie.58.05Relph, E. (1976). Place and Placelessness. Harper and Row.Twigger-Ross, C. L. & Uzzell, D. L. (1996). Attachment and identity related to place and perceived climate. 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ara ejercer estos derechos sobre la Obra tal y como se indica a continuación:</p>
    <ol type="a">
      <li>Reproducir la Obra, incorporar la Obra en una o más Obras Colectivas, y reproducir la Obra incorporada en las Obras Colectivas.</li>
      <li>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.</li>
      <li>Distribuir copias de las Obras Derivadas que se generen, exhibirlas públicamente, ejecutarlas públicamente y/o ponerlas a disposición pública.</li>
    </ol>
    <p>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).</p>
  </li>
  <br/>
  <li>
    Restricciones.
    <p>La licencia otorgada en la anterior Sección 3 está expresamente sujeta y limitada por las siguientes restricciones:</p>
    <ol type="a">
      <li>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).</li>
      <li>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.</li>
      <li>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.</li>
      <li>
        Para evitar toda confusión, el Licenciante aclara que, cuando la obra es una composición musical:
        <ol type="i">
          <li>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.</li>
          <li>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.</li>
        </ol>
      </li>
      <li>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.</li>
    </ol>
  </li>
  <br/>
  <li>
    Representaciones, Garantías y Limitaciones de Responsabilidad.
    <p>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.</p>
  </li>
  <br/>
  <li>
    Limitación de responsabilidad.
    <p>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.</p>
  </li>
  <br/>
  <li>
    Término.
    <ol type="a">
      <li>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.</li>
      <li>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.</li>
    </ol>
  </li>
  <br/>
  <li>
    Varios.
    <ol type="a">
      <li>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.</li>
      <li>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.</li>
      <li>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.</li>
      <li>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.</li>
    </ol>
  </li>
  <br/>
</ol>
 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