# PodCampus T2 EP5: Taller Integradador ¡El paso para el final !

https://www.youtube.com/watch?v=gBsZ7JUhc6E
Translation: es

[00:03] Welcome to our podcast campus.
  Bienvenidos a nuestro campus de podcast.

[00:06] Interests that connect, a podcast created on the virtual campus.
  Intereses que conectan, un podcast creado en el campus virtual.

[00:13] Good afternoon.
  Buenas tardes.

[00:14] How is Mr. Roberto?
  ¿Cómo está el señor Roberto?

[00:16] How is Don Pablo?
  ¿Cómo está Don Pablo?

[00:19] Today, with a lot of very little.
  Hoy, con mucho de muy poco.

[00:21] It's a bit cold today, but we're in good spirits.
  Hace un poco de frío hoy, pero estamos de buen ánimo.

[00:23] With great enthusiasm.
  Con mucho entusiasmo.

[00:24] Starting the two-month period.
  Comenzando el bimestre.

[00:26] We're starting the term, so we need to be in a good mood for the kids.
  Estamos empezando el periodo, así que necesitamos estar de buen humor para los niños.

[00:29] This mood is already there.
  Ese ánimo ya está ahí.

[00:31] So, well, a week of reviewing tests, but here we are.
  Así que, bueno, una semana de revisar exámenes, pero aquí estamos.

[00:36] Yes.
  Sí.

[00:36] So he started by checking the test immediately.
  Así que empezó revisando el examen inmediatamente.

[00:38] Why not?
  ¿Por qué no?

[00:39] Well, I finished reviewing the tests last week.
  Bueno, yo terminé de revisar los exámenes la semana pasada.

[00:41] Ah, yes, just finishing up the tests and now it's time to eat.
  Ah, sí, justo terminando los exámenes y ahora es hora de comer.

[00:47] Pablo immediately provided proof.
  Pablo proporcionó pruebas inmediatamente.

[00:48] Let those poor children rest.
  Dejen descansar a esos pobres niños.

[00:53] So, good, good, good.
  Así que, bien, bien, bien.

[00:54] Happy with the kids.
  Feliz con los niños.

[00:55] So now at 9 I have a module, so I'm happy to be starting.
  Así que ahora a las 9 tengo un módulo, así que estoy feliz de empezar.

[01:00] Ah, we can leave with plenty of time.
  Ah, podemos salir con suficiente tiempo.

[01:02] So, I want to congratulate you for.
  Así que, quiero felicitarlos por.

[01:03] Putting the mobile on the nu.
  Poniendo el móvil en el nu.

[01:05] Thank you for your consideration.
  Gracias por su consideración.

[01:06] Applause for the start.
  Aplausos para el inicio.

[01:09] It was a complete shock.
  Fue una sorpresa total.

[01:09] It was just a matter of time zone clashes because the holidays overwhelmed me and I was in a bad mood.
  Fue solo una cuestión de conflictos de zona horaria porque las vacaciones me abrumaron y estaba de mal humor.

[01:14] But it doesn't matter, it doesn't matter.
  Pero no importa, no importa.

[01:18] Detail.
  Detalle.

[01:21] No, the same course, another course, another section so they can catch you off guard.
  No, el mismo curso, otro curso, otra sección para que puedan tomarte desprevenido.

[01:25] The same course, but I changed them to Thursday.
  El mismo curso, pero los cambié al jueves.

[01:27] Ah, I see.
  Ah, ya veo.

[01:28] Very good.
  Muy bien.

[01:28] Yes, perfect.
  Sí, perfecto.

[01:29] Already.
  Listo.

[01:30] Well, so today we begin the term, so welcome to all our students of the second term of the year 2026.
  Bueno, así que hoy comenzamos el trimestre, así que bienvenidos a todos nuestros estudiantes del segundo trimestre del año 2026.

[01:36] Some of you have already left us, some I must say, who left us last term because they finished their degree.
  Algunos de ustedes ya nos han dejado, algunos debo decir, que nos dejaron el trimestre pasado porque terminaron su carrera.

[01:45] Last semester there was a term that delivered the first generation of digital marketing engineers.
  El semestre pasado hubo un trimestre que entregó la primera generación de ingenieros en marketing digital.

[01:50] So I also applaud all those guys who were there for 3 years and 2 months with us, accompanying us so we could finish our careers.
  Así que también aplaudo a todos esos chicos que estuvieron ahí durante 3 años y 2 meses con nosotros, acompañándonos para que pudiéramos terminar nuestras carreras.

[01:58] So they will soon have their professional degrees and also, taking advantage of the fact, next week we have the.
  Así que pronto tendrán sus títulos profesionales y además, aprovechando el hecho, la próxima semana tenemos el.

[02:04] Graduations of those who finished in the previous periods, so let's hope to meet there.
  Graduaciones de aquellos que terminaron en los periodos anteriores, así que esperemos encontrarnos allí.

[02:10] So keep an eye on your emails; those who haven't seen them, please confirm your attendance; those who haven't confirmed yet, please do so now.
  Así que estén atentos a sus correos electrónicos; aquellos que no los hayan visto, por favor confirmen su asistencia; aquellos que aún no han confirmado, por favor háganlo ahora.

[02:16] And by virtue of that closure, right?
  Y en virtud de ese cierre, ¿verdad?

[02:18] This semester we want to prepare the way for the future students who are about to graduate, right?
  Este semestre queremos preparar el camino para los futuros estudiantes que están a punto de graduarse, ¿verdad?

[02:24] And that's why we have a guest here, we're going to give the floor to Carolina, the career director, right?
  Y es por eso que tenemos una invitada aquí, le vamos a dar la palabra a Carolina, la directora de carrera, ¿verdad?

[02:28] She also has a different degree and is a classmate of mine in business administration.
  Ella también tiene una titulación diferente y es compañera mía en administración de empresas.

[02:32] To the teachers Francisco and Felipe from the accounting department.
  A los profesores Francisco y Felipe del departamento de contabilidad.

[02:38] So welcome Francisco, Felipe, and Carolina, it's a pleasure to have you here on the podcast.
  Así que bienvenidos Francisco, Felipe y Carolina, es un placer tenerlos aquí en el podcast.

[02:43] Hello, how are you?
  Hola, ¿cómo están?

[02:43] I'm very, very happy that they invited us, that they opened this space for us.
  Estoy muy, muy feliz de que nos hayan invitado, de que nos hayan abierto este espacio.

[02:48] Well, the truth is, you do feel important when you're invited here, right?
  Bueno, la verdad es que uno se siente importante cuando lo invitan aquí, ¿verdad?

[02:56] It's like a guest space, so we're happy to come and share, tell you some news, some things, so I'm very happy.
  Es como un espacio de invitados, así que estamos felices de venir y compartir, contarles algunas noticias, algunas cosas, así que estoy muy feliz.

[03:06] Thank you, Francisco Felipe, how are you all?
  Gracias, Francisco Felipe, ¿cómo están todos?

[03:10] Very good, Cris.
  Muy bien, Cris.

[03:10] Happy, delighted to be here at a postus edition.
  Feliz, encantado de estar aquí en una edición de postus.

[03:20] Hello, I'm happy to be able to share my experience on the virtual campus with students and future professionals alike.
  Hola, estoy feliz de poder compartir mi experiencia en el campus virtual tanto con estudiantes como con futuros profesionales.

[03:32] So, you can comment that you're just like Pablo, who lives in Talca, right?
  Entonces, puedes comentar que eres igual que Pablo, quien vive en Talca, ¿verdad?

[03:38] Francisco and Felipe are also from the region.
  Francisco y Felipe también son de la región.

[03:40] So, tell us where you are connected from, dear teachers, because you also contribute to the team.
  Entonces, cuéntennos desde dónde están conectados, queridos profesores, porque ustedes también contribuyen al equipo.

[03:47] We have students from different places, and teachers from different parts of the country, so it's quite good that we are looking for talent throughout the country.
  Tenemos estudiantes de diferentes lugares y profesores de diferentes partes del país, así que es bastante bueno que estemos buscando talento en todo el país.

[03:53] So, where are Francis and Philip connected?
  Entonces, ¿desde dónde están conectados Francis y Philip?

[04:00] I am from Los Angeles, in the eighth region of Bibío, southern Chile.
  Soy de Los Ángeles, en la octava región del Biobío, al sur de Chile.

[04:02] Ah,
  Ah,

[04:07] I can be from Concepción too, same region as Francisco.
  Yo también puedo ser de Concepción, la misma región que Francisco.

[04:12] I mean, I think it must be the teachers who are closest in terms of geographical distance.
  O sea, creo que deben ser los profesores que están más cerca en términos de distancia geográfica.

[04:18] Geographic.
  Geográfica.

[04:18] Yes.
  Sí.

[04:21] Oh, they're two hours away from Pablo's so he can invite them.
  Oh, están a dos horas de donde Pablo, así que él puede invitarlos.

[04:23] I was born in Los Angeles.
  Yo nací en Los Ángeles.

[04:29] I am from a town located towards the Los Angeles mountain range.
  Soy de un pueblo ubicado hacia la cordillera de Los Ángeles.

[04:35] What's it called?
  ¿Cómo se llama?

[04:37] Antuo.
  Antuo.

[04:37] Santa Barbara.
  Santa Bárbara.

[04:38] Antuco.
  Antuco.

[04:39] Antu.
  Antu.

[04:39] Antuo.
  Antuo.

[04:41] I've always had a doubt.
  Siempre he tenido una duda.

[04:43] As?
  ¿Cómo?

[04:44] What is the demonym for people born in Los Angeles?
  ¿Cuál es el gentilicio para las personas nacidas en Los Ángeles?

[04:48] Angelina.
  Angelino.

[04:48] Little angels, little angels.
  Angelitos, angelitos.

[04:53] Francisco is a little angel, we could say.
  Francisco es un angelito, podríamos decir.

[04:56] Little angel.
  Angelito.

[04:58] Hey Pablo, a completely unrelated question.
  Oye Pablo, una pregunta completamente fuera de lugar.

[05:00] In Antui they eat hot dogs soaked in Talca, nothing more.
  En Antuco comen completos mojados en Talca, nada más.

[05:03] I don't know, I don't know.
  No sé, no sé.

[05:04] I haven't been there for about a year now.
  No he estado ahí desde hace como un año ya.

[05:07] I have many, many relatives in the area, so I've been ungrateful.
  Tengo muchos, muchos parientes en la zona, así que he sido un desagradecido.

[05:15] I've really been ungrateful to them, and they've invited me several times and I think I'll be going soon.
  Realmente he sido un desagradecido con ellos, y me han invitado varias veces y creo que iré pronto.

[05:20] Yes, it corresponds.
  Sí, corresponde.

[05:23] This is today, after this short presentation by the teachers, right?
  Esto es hoy, después de esta breve presentación de los profesores, ¿verdad?

[05:28] Okay, so we're asking why Carolina, Felipe, and Francisco are invited here, right?
  Bien, entonces nos preguntamos por qué Carolina, Felipe y Francisco están invitados aquí, ¿verdad?

[05:32] Uh, Carolina, the director of careers in accounting, auditing, uh, public administration.
  Eh, Carolina, la directora de las carreras de contabilidad, auditoría, eh, administración pública.

[05:39] Which one should I keep for now?
  ¿Cuál debería mantener por ahora?

[05:41] Moment.
  Un momento.

[05:45] Hey, Caro, let's do the one they're going to do.
  Oye, Caro, hagamos la que ellos van a hacer.

[05:45] Audit and prevention.
  Auditoría y prevención.

[05:47] Prevention.
  Prevención.

[05:47] It's in that sense, and Felipe and Francisco are two teachers who are in the accounting and auditing program, and they will also be in charge of what is called, or the dreaded, integrated accounting workshop, right?
  Es en ese sentido, y Felipe y Francisco son dos profesores que están en el programa de contabilidad y auditoría, y también estarán a cargo de lo que se llama, o el temido, taller de contabilidad integrada, ¿verdad?

[06:06] Perhaps.
  Quizás.

[06:09] We want to break down that fear with this chapter, so that they don't have to be afraid of the final integrated workshop, right?
  Queremos romper ese miedo con este capítulo, para que no tengan que tener miedo del taller integrado final, ¿verdad?

[06:16] Accounting, which can also be accounting, marketing, business administration, well, all the careers we have have the final workshop, so we also want to give a nod, but getting very close to the accounting career where it is the second time it is implemented.
  Contabilidad, que también puede ser contabilidad, marketing, administración de empresas, bueno, todas las carreras que tenemos tienen el taller final, así que también queremos hacer un guiño, pero acercándonos mucho a la carrera de contabilidad donde es la segunda vez que se implementa.

[06:31] So, we want you to tell us how this workshop works.
  Entonces, queremos que nos cuentes cómo funciona este taller.

[06:34] So, but more than anything, so that they lose their fear, lower their anxiety, right, Caro?
  Entonces, pero más que nada, para que pierdan el miedo, bajen su ansiedad, ¿verdad, Caro?

[06:40] Yes.
  Sí.

[06:40] And well, the idea of ​​coming to participate in the pod campus is a bit like that.
  Y bueno, la idea de venir a participar en el pod campus es un poco así.

[06:47] We told the students that they were going to have a surprise this week because apart from their initial session, the idea is that in this conversation we can break myths, as you said, and give them a boost so that they can take their integrative workshop and feel that it is a different subject that will challenge them, but that has a lot of support, that also has.
  Les dijimos a los estudiantes que iban a tener una sorpresa esta semana porque, aparte de su sesión inicial, la idea es que en esta conversación podamos romper mitos, como dijiste, y darles un impulso para que puedan tomar su taller integrador y sentir que es una materia diferente que los desafiará, pero que tiene mucho apoyo, que también tiene.

[07:11] Some important milestones, and everything is aimed at helping them to strengthen themselves.
  Algunos hitos importantes, y todo está dirigido a ayudarles a fortalecerse.

[07:16] Learning and discovering what they have already learned.
  Aprendiendo y descubriendo lo que ya han aprendido.

[07:21] In other words, one starts the workshop assuming that the students have already learned many things and so on, and the invitation is for them to go and discover that they actually learned it.
  En otras palabras, uno comienza el taller asumiendo que los estudiantes ya han aprendido muchas cosas y demás, y la invitación es a que vayan y descubran que realmente lo aprendieron.

[07:29] So, the idea today is to tell you a little about some experiences.
  Entonces, la idea hoy es contarles un poco sobre algunas experiencias.

[07:35] We already had an integrative workshop during the summer term and now we are going for the second integrative accounting workshop.
  Ya tuvimos un taller integrador durante el período de verano y ahora vamos por el segundo taller integrador de contabilidad.

[07:43] So hopefully the students will stay until the end, ask us questions, and Felipe and Francisco will be sharing some of their experiences and recommendations, their tips for success.
  Así que esperamos que los estudiantes se queden hasta el final, nos hagan preguntas, y Felipe y Francisco compartirán algunas de sus experiencias y recomendaciones, sus consejos para el éxito.

[07:59] Thank you, Caro.
  Gracias, Caro.

[08:01] Hey, before we head straight to the workshop, I'd like to ask Francisca and Felipe, and also Roberto, maybe Pablo, I don't know if they'd like to answer too, if they remember their last subject in their degrees.
  Oye, antes de ir directo al taller, me gustaría preguntarles a Francisca y Felipe, y también a Roberto, tal vez a Pablo, no sé si les gustaría responder también, si recuerdan su última asignatura en sus carreras.

[08:12] That moment, what was that experience like?
  Ese momento, ¿cómo fue esa experiencia?

[08:14] Because I believe that would help us a lot to empathize with the feeling our students have about how we are approaching the last term.
  Porque creo que eso nos ayudaría mucho a empatizar con el sentimiento que tienen nuestros estudiantes sobre cómo estamos abordando el último trimestre.

[08:23] I think in this case it was a semester or a trimester for you, but perhaps how do you remember that feeling, that emotion?
  Creo que en este caso fue un semestre o un trimestre para ti, pero tal vez, ¿cómo recuerdas ese sentimiento, esa emoción?

[08:30] Being in the final stage of their careers.
  Estar en la etapa final de sus carreras.

[08:31] We went with Francisco Felipe.
  Fuimos con Francisco Felipe.

[08:33] Tell us about your experience.
  Cuéntanos sobre tu experiencia.

[08:35] Do they remember or not?
  ¿Lo recuerdan o no?

[08:39] That?
  ¿Eso?

[08:42] That last experience of that last subject in which one culminates one's training process in a super stressful way, because at the same time I was finishing the degree and I started to do a diploma in parallel.
  Esa última experiencia de esa última materia en la que uno culmina su proceso de formación de una manera súper estresante, porque al mismo tiempo estaba terminando la carrera y empecé a hacer un diplomado en paralelo.

[08:59] So the backpack no longer weighed 1 kg, it weighed 5 kg with the desire to be able to leave with added value from the institution and
  Así que la mochila ya no pesaba 1 kg, pesaba 5 kg con el deseo de poder salir con valor agregado de la institución y

[09:13] What I learned from that bad practice of trying to cover too much in the sense of covering the training process, on the other hand, generating a diploma there in parallel, is that you have to enjoy the process.
  Lo que aprendí de esa mala práctica de intentar abarcar demasiado en el sentido de cubrir el proceso de formación, por otro lado, generando un diploma allí en paralelo, es que tienes que disfrutar el proceso.

[09:30] And within enjoying the process, focus on this first stage and then once you complete that process continue moving forward with the other challenges you have.
  Y dentro de disfrutar el proceso, concéntrate en esta primera etapa y luego, una vez que completes ese proceso, continúa avanzando con los otros desafíos que tienes.

[09:42] So it is super motivating to see in these same instances students who have been part of, or that we as teachers have been part of, their educational process.
  Así que es súper motivador ver en estas mismas instancias a estudiantes que han sido parte de, o de los que nosotros como profesores hemos sido parte de, su proceso educativo.

[09:55] So, and this goes hand in hand with what we're looking for today, it's about conveying that confidence, that peace of mind, and that they enjoy the process, which is nothing out of the ordinary compared to what we see in the classroom, in the virtual classroom, not in the physical classroom.
  Entonces, y esto va de la mano con lo que buscamos hoy, se trata de transmitir esa confianza, esa tranquilidad y que disfruten el proceso, lo cual no es nada fuera de lo común comparado con lo que vemos en el aula, en el aula virtual, no en el aula física.

[10:13] Perfect.
  Perfecto.

[10:13] Thank you, Francisco.
  Gracias, Francisco.

[10:14] Yes.
  Sí.

[10:15] Step-by-step advice.
  Consejo paso a paso.

[10:18] Felipe, do you remember your process?
  Felipe, ¿recuerdas tu proceso?

[10:21] You're also, we remind you, you're already finishing up another second degree, right?
  También, te recordamos, ya estás terminando otro segundo título, ¿verdad?

[10:24] If they're in the right-hand memory section, like, how are you there?
  Si están en la sección de memoria de la derecha, como, ¿cómo estás ahí?

[10:28] Finishing up, finishing up, or are we now, tell us, perhaps you feel more like students.
  Terminando, terminando, o estamos ahora, dinos, quizás te sientes más como estudiante.

[10:33] In fact, I'm doing my internship at the Florida Legal Aid Corporation.
  De hecho, estoy haciendo mi pasantía en la Florida Legal Aid Corporation.

[10:39] In fact, I have to go tomorrow.
  De hecho, tengo que ir mañana.

[10:41] I have a family court hearing, a very complex case.
  Tengo una audiencia en el tribunal de familia, un caso muy complejo.

[10:48] And now that I'm starting to remember, the career closing processes, the first one, which was the accountant auditor, was with the seminar, which is like a kind of thesis in the master's program.
  Y ahora que empiezo a recordar, los procesos de cierre de carrera, el primero, que fue el de auditor contador, fue con el seminario, que es como una especie de tesis en el programa de maestría.

[11:03] I enjoyed the master's program because I was studying something that I was already immersed in; that is, I was working in that field and studying the master's degree in taxation, the one I did later.
  Disfruté el programa de maestría porque estaba estudiando algo en lo que ya estaba inmerso; es decir, estaba trabajando en ese campo y estudiando la maestría en impuestos, la que hice después.

[11:17] Uh, I also made perhaps the same mistake that Francisco mentions, of doing a master's degree in parallel, doing a diploma in FRS and finishing the master's degree.
  Eh, también cometí quizás el mismo error que menciona Francisco, de hacer una maestría en paralelo, hacer un diplomado en FRS y terminar la maestría.

[11:28] I was thinking of enrolling in law and then my health took its toll.
  Estaba pensando en inscribirme en derecho y luego mi salud pasó factura.

[11:36] In fact, I spent the summer taking exams and they didn't go so well, and I had to make some changes in my life, such as cutting back on the industrial levels of caffeine I was consuming in order to function.
  De hecho, pasé el verano tomando exámenes y no me fue muy bien, y tuve que hacer algunos cambios en mi vida, como reducir los niveles industriales de cafeína que estaba consumiendo para poder funcionar.

[11:48] Look, look, good information, what's happening to you, to us, Felipe.
  Mira, mira, buena información, lo que te está pasando a ti, a nosotros, Felipe.

[11:51] And now I'm preparing for my degree exam and I remember the last subject I took in Law, which is quite particular, it was a subject of interculturality and migration, well, perhaps a miscellaneous subject.
  Y ahora me estoy preparando para mi examen de grado y recuerdo la última materia que cursé en Derecho, que es bastante particular, era una materia de interculturalidad y migración, bueno, quizás una materia miscelánea.

[12:04] I believe that Felipe is a quality teacher, so his student is just as fascinated as Felipe.
  Creo que Felipe es un profesor de calidad, así que su estudiante está tan fascinado como Felipe.

[12:11] Hey Felipe, and tell everyone right away that what they have tomorrow is the pension increase they saw for Roberto.
  Oye Felipe, y diles a todos de una vez que lo que tienen mañana es el aumento de pensión que vieron para Roberto.

[12:17] I think everyone.
  Creo que todos.

[12:20] Roberto has a good salary.
  Roberto tiene un buen salario.

[12:29] So the scattered one.
  Así que el disperso.

[12:30] Scattered.
  Disperso.

[12:30] Thanks Felipe for this good.
  Gracias Felipe por esto bueno.

[12:34] Pablo, since you've already chimed in, tell us about your residence, shall we?
  Pablo, ya que has intervenido, cuéntanos sobre tu residencia, ¿te parece?

[12:38] I have something similar with Felipe Francisco.
  Tengo algo similar con Felipe Francisco.

[12:40] I was finishing my civil engineering degree, or rather, computer engineering, and I was already enrolling in a master's program, so it was super fast and the master's program was a bit more entertaining, but that's it, that's it.
  Estaba terminando mi carrera de ingeniería civil, o mejor dicho, ingeniería informática, y ya me estaba inscribiendo en un programa de maestría, así que fue súper rápido y el programa de maestría fue un poco más entretenido, pero eso es todo, eso es todo.

[12:57] Now, not now, I don't know if I would go back because one studies a lot here when preparing for classes, one learns quite a lot, one has to learn a lot, one has to know the subject matter, so one learns a lot.
  Ahora, ahora no, no sé si volvería porque uno estudia mucho aquí cuando se prepara para las clases, uno aprende bastante, uno tiene que aprender mucho, uno tiene que conocer la materia, así que uno aprende mucho.

[13:10] So for now, and I think that when I turn 40 I'll see if I continue studying, but perhaps a doctorate.
  Así que por ahora, y creo que cuando cumpla 40 veré si sigo estudiando, pero quizás un doctorado.

[13:20] Look,
  Mira,

[13:22] Look at you.
  Mírate.

[13:24] And Roberto, do you remember anything?
  Y Roberto, ¿recuerdas algo?

[13:25] What do you mean I remember something?
  ¿A qué te refieres con que recuerde algo?

[13:26] We're not that old either.
  Tampoco somos tan viejos.

[13:29] At the university where I studied, our last course was called Presto Laboral, which was a very strange thing that prepared us for job interviews, and it was the first time I said, "Oh, I'm really going to work so young, so young, I'm going to go to work."
  En la universidad donde estudié, nuestro último curso se llamaba Presto Laboral, que era una cosa muy extraña que nos preparaba para entrevistas de trabajo, y fue la primera vez que dije: "Oh, realmente voy a trabajar tan joven, tan joven, voy a ir a trabajar".

[13:46] And it was a shock to feel a kind of fear when I realized that what I had learned in all those years at university and everything, putting it into practice was scary, it was really scary sitting in front of a client, but I couldn't fail anymore because I was already getting paid for it.
  Y fue un shock sentir una especie de miedo cuando me di cuenta de que lo que había aprendido en todos esos años en la universidad y todo, ponerlo en práctica daba miedo, daba mucho miedo sentarse frente a un cliente, pero ya no podía fallar porque ya me estaban pagando por ello.

[14:06] Besides the fact that I did everything to get into a North American market research company and started with all the stage fright, will I have enough knowledge for this, will my English fail me and a lot of other things.
  Además del hecho de que hice todo lo posible para entrar en una empresa norteamericana de investigación de mercados y comencé con todo el miedo escénico, ¿tendré suficientes conocimientos para esto?, ¿me fallará mi inglés y muchas otras cosas?

[14:23] And it was very, very scary until I started working and I gradually lost that fear.
  Y fue muy, muy aterrador hasta que comencé a trabajar y gradualmente perdí ese miedo.

[14:27] But it was a very stressful process.
  Pero fue un proceso muy estresante.

[14:29] The end of my degree was very stressful, realizing that I was going to start adult life, in quotes, already working.
  El final de mi carrera fue muy estresante, al darme cuenta de que iba a comenzar la vida adulta, entre comillas, ya trabajando.

[14:36] But it was quite curious, quite curious, that process of going from the end of the degree to, you know, now we're going to work.
  Pero fue bastante curioso, bastante curioso, ese proceso de pasar del final de la carrera a, ya sabes, ahora vamos a trabajar.

[14:46] Perfect.
  Perfecto.

[14:46] Thank you.
  Gracias.

[14:46] Thank you.
  Gracias.

[14:46] So, these are experiences that will help them feel a little more empathetic and see that our students understand that it's normal to feel nervous at this stage when reaching the end.
  Entonces, estas son experiencias que les ayudarán a sentirse un poco más empáticos y a ver que nuestros estudiantes entienden que es normal sentirse nervioso en esta etapa al llegar al final.

[15:00] It's very common, and it's not like I'm the only one who feels this way, and what will happen next?
  Es muy común, y no es como si fuera el único que se siente así, ¿y qué pasará después?

[15:05] It is very common that both my classmate and everyone else, including their teachers, felt that nervousness, that anxiety, that excitement of reaching the end of the last two-month period of their career experience.
  Es muy común que tanto mi compañero como todos los demás, incluidos sus profesores, sintieran ese nerviosismo, esa ansiedad, esa emoción de llegar al final del último bimestre de su experiencia profesional.

[15:17] So we give you all our support so you can see that we are feeling with you, and that is why this chapter exists.
  Así que les damos todo nuestro apoyo para que vean que nos sentimos con ustedes, y es por eso que existe este capítulo.

[15:22] So, listen, and regarding the same thing, I want to
  Entonces, escucha, y con respecto a lo mismo, quiero

[15:24] Ask Felipe.
  Pregúntale a Felipe.

[15:26] Felipe, in this workshop we, I think, are trying to break the modular vision, right?
  Felipe, en este taller, creo que estamos tratando de romper la visión modular, ¿verdad?

[15:32] What do we mean when we say that students should stop viewing the subject as separate compartments?
  Qué queremos decir cuando decimos que los estudiantes deberían dejar de ver la materia como compartimentos separados?

[15:40] What would that be like?
  Cómo sería eso?

[15:42] For example, if we have a tax case, many would say, "Ah, I need someone who's an expert in taxes,"
  Por ejemplo, si tenemos un caso fiscal, muchos dirían: "Ah, necesito a alguien que sea experto en impuestos",

[15:53] but before getting into tax matters, I have to delve into the company's financial accounting, know Normanif, for example.
  pero antes de entrar en asuntos fiscales, tengo que profundizar en la contabilidad financiera de la empresa, conocer las NIIF, por ejemplo.

[16:01] Personally, when I was more active in the business field, we saw a real estate company that made an adjustment for a change in the fair value of investment property.
  Personalmente, cuando estaba más activo en el campo empresarial, vimos una empresa inmobiliaria que hizo un ajuste por un cambio en el valor razonable de una propiedad de inversión.

[16:12] If I remember correctly, according to N 40, these adjustments go to profit or loss.
  Si mal no recuerdo, de acuerdo con la NIC 40, estos ajustes van a resultados.

[16:16] So there were 5 billion for that concept, and we had to know that to remove it from the taxable income.
  Así que había 5 mil millones por ese concepto, y teníamos que saber eso para eliminarlo de la renta imponible.

[16:25] The net taxable income.
  El ingreso imponible neto.

[16:27] Because if we didn't remove those 5 billion, we would be inflating the taxable income and paying 5 billion at the tax rate in effect at that time.
  Porque si no elimináramos esos 5 mil millones, estaríamos inflando el ingreso imponible y pagando 5 mil millones a la tasa impositiva vigente en ese momento.

[16:36] The tax service wouldn't have said anything to me; they would have been happy, in fact.
  El servicio de impuestos no me habría dicho nada; de hecho, habrían estado felices.

[16:37] But there we see, for example, that I need to know the financial aspects, the tax aspects, how to adjust it to the taxable income we're in.
  Pero ahí vemos, por ejemplo, que necesito conocer los aspectos financieros, los aspectos fiscales, cómo ajustarlo al ingreso imponible en el que estamos.

[16:51] We have to know that...
  Tenemos que saber que...

[16:53] For example, if it's a real estate company, we'll be condemned to be in the general regime (Article 14) with partial imputation of tax credit because, to be in the PROM regime, I can't have more than 35% of my income from passive income.
  Por ejemplo, si es una empresa inmobiliaria, estaremos condenados a estar en el régimen general (Artículo 14) con imputación parcial de crédito fiscal porque, para estar en el régimen PROM, no puedo tener más del 35% de mis ingresos provenientes de ingresos pasivos.

[17:06] All these things we have to apply at the end of the day, and also when we do financial analysis, we have to know that those 5 billion are due to the variation in the fair value of those investment properties, and it's not that the company has sold 5 billion.
  Todas estas cosas tenemos que aplicarlas al final del día, y también cuando hacemos análisis financiero, tenemos que saber que esos 5 mil millones se deben a la variación en el valor razonable de esas propiedades de inversión, y no es que la empresa haya vendido 5 mil millones.

[17:19] In other words, qualitatively, specifically, it's not the same to sell 5 billion as it is for my.
  En otras palabras, cualitativamente, específicamente, no es lo mismo vender 5 mil millones que para mi.

[17:25] Properties to have increased by 5 trillion, which, according to regulations, I have to recognize in profit and loss.
  Propiedades que han aumentado en 5 billones, las cuales, según las regulaciones, debo reconocer en pérdidas y ganancias.

[17:32] And also, curious things in the world of law, now in family law, when it's necessary to prove the economic capacity of the person obligated to pay alimony, what happened with these tax regimes that assume that all the profit was distributed, the income tax attributed in the Bachelet reform, or the 14 of 8 tax transparency that have this legal fiction in taxation, in which everything I earned is assumed to have been withdrawn.
  Y también, cosas curiosas en el mundo del derecho, ahora en el derecho de familia, cuando es necesario probar la capacidad económica de la persona obligada a pagar pensión alimenticia, qué pasó con estos regímenes tributarios que asumen que todas las utilidades fueron distribuidas, el impuesto a la renta atribuido en la reforma de Bachelet, o el 14 de 8 de transparencia tributaria que tienen esta ficción legal en la tributación, en la cual se asume que todo lo que gané ha sido retirado.

[18:07] When family court judges saw those tax returns, they would say, "Oh, this person earns a lot, I'm going to sentence them to pay an exorbitant alimony."
  Cuando los jueces de familia veían esas declaraciones de impuestos, decían: "Oh, esta persona gana mucho, voy a sentenciarla a pagar una pensión alimenticia exorbitante".

[18:15] And one says, "Hey, but this is only for tax purposes."
  Y uno dice: "Oye, pero esto es solo para fines tributarios".

[18:19] For tax purposes, this person is taxed on everything generated in the first category.
  Para fines tributarios, esta persona es gravada por todo lo generado en la primera categoría.

[18:23] But from a financial point of view,
  Pero desde un punto de vista financiero,

[18:25] This person, I don't know, of the 100 million profit, only withdrew 20 million because he left the other 80 million in the business.
  Esta persona, no sé, de los 100 millones de beneficio, solo retiró 20 millones porque dejó los otros 80 millones en el negocio.

[18:32] Oh, and we have to prove to the judge that ultimately it wasn't 100 million that the guy earned, but rather the 20 million that were distributed to him as a dividend or retirement payment, depending on the legal form of the company.
  Oh, y tenemos que probarle al juez que, en última instancia, no fueron 100 millones lo que el tipo ganó, sino más bien los 20 millones que le fueron distribuidos como dividendo o pago de jubilación, dependiendo de la forma legal de la empresa.

[18:45] Ah, I see.
  Ah, ya veo.

[18:46] We need to integrate everything.
  Necesitamos integrar todo.

[18:47] Hey, and regarding this, Felipe, what are the learning outcomes that a student absolutely must demonstrate at this stage?
  Oye, y con respecto a esto, Felipe, ¿cuáles son los resultados de aprendizaje que un estudiante debe demostrar absolutamente en esta etapa?

[18:54] So, what is it that the student needs to demonstrate?
  Entonces, ¿qué es lo que el estudiante necesita demostrar?

[18:57] The student must be able to prepare general purpose financial statements, statements of financial position, income statements and comprehensive income statements, and asset flow statements.
  El estudiante debe ser capaz de preparar estados financieros de propósito general, estados de posición financiera, estados de resultados y estados de resultados integrales, y estados de flujo de activos.

[19:07] But the interesting thing is that the subject also links the budgeting process because companies are not going to be, for example, operating based on what will happen tomorrow or the day after.
  Pero lo interesante es que la materia también vincula el proceso presupuestario, porque las empresas no van a estar, por ejemplo, operando en función de lo que sucederá mañana o pasado mañana.

[19:24] Companies outline their plans during their.
  Las empresas esbozan sus planes durante sus.

[19:27] Planning stage, and this quantification of plans is called the financial budgets that the company develops for the entire year.
  Etapa de planificación, y esta cuantificación de planes se denomina presupuestos financieros que la empresa desarrolla para todo el año.

[19:35] Based on those financial budgets, those sales forecasts, material requirements, suppliers, whatever, the company will prepare projected financial statements.
  Basándose en esos presupuestos financieros, esos pronósticos de ventas, requisitos de materiales, proveedores, lo que sea, la empresa preparará estados financieros proyectados.

[19:46] And based on those projected financial statements it will have to see how much tax it will have to pay, for example, based on those budgets.
  Y basándose en esos estados financieros proyectados tendrá que ver cuántos impuestos tendrá que pagar, por ejemplo, basándose en esos presupuestos.

[19:51] And the subject of the learning experience one integrates financial accounting with budgeting.
  Y el tema de la experiencia de aprendizaje integra la contabilidad financiera con la presupuestación.

[20:02] Ah, very interesting.
  Ah, muy interesante.

[20:05] Hey, and Francisco, when we too have felt blocked, I think that at any moment one can feel blocked, and when students feel blocked, but master accounting, but the tax issue, how could we guide them, Francisco?
  Oye, y Francisco, cuando nosotros también nos hemos sentido bloqueados, creo que en cualquier momento uno puede sentirse bloqueado, y cuando los estudiantes se sienten bloqueados, pero dominan la contabilidad, pero el tema fiscal, ¿cómo podríamos guiarlos, Francisco?

[20:21] What can you tell us about that?
  ¿Qué nos puedes decir al respecto?

[20:23] Well, the great thing about this last subject of the workshop is that, in order for the...
  Bueno, lo genial de este último tema del taller es que, para que el...

[20:30] student to be able to

[20:32] develop correctly in their

[20:34] training process, we have gone through

[20:37] various stages, from the

[20:40] financial stage to the

[20:42] tax stage. So, to unlock

[20:45] students' knowledge,

[20:47] sometimes we as teachers, who are

[20:49] guides in their learning process,

[20:52] have to be able to start from

[20:54] the basics, from the

[20:56] basic concepts, as Felipe rightly pointed out, from

[20:58] the basic events, the

[21:00] financial statements, developing

[21:02] financial statements under

[21:04] international

[21:05] financial reporting standards and then starting again from

[21:07] the basics, tax-wise

[21:09] and from the basics of the

[21:11] entire income tax process.

[21:13] sharing that there are

[21:14] sworn statements, the company's form 22

[21:17] and the determination of the

[21:18] complementary place, that is,

[21:21] personal income. So, to begin

[21:24] unlocking knowledge, we have to

[21:25] be able to start from the base, I

[21:28] 've always said, and then it's that

[21:30] base that the student acquires in their

[21:32] training process, being able to relate it to

[21:35] the real world, what they will

[21:37] face tomorrow and

[21:39] how they put that knowledge into

[21:42] practice, that's what's interesting and that's what

[21:44] this workshop seeks.

[21:47] Ask, ask beforehand, and in that

[21:49] sense, how do you overcome your fear of this?

[21:51] That's right, they believe he needs to lose his

[21:53] fear.

[21:53] Hey, I have a tip, I have a tip

[21:55] for that.

[21:57] The thing is, this subject has

[21:59] a very special condition and it needs to be

[22:03] reinforced a lot with the students.

[22:05] Here, training activities are

[22:08] key. The training activities are

[22:10] designed for things that are a little

[22:12] smaller, more limited, more

[22:14] progressive, and they are part of each assignment; that

[22:18] is, they must be considered

[22:20] mandatory because they will be part of

[22:22] the delivery of each summative assignment. So,

[22:25] everyone will get feedback.

[22:28] Professor Felipe works hard on that because

[22:31] ultimately the goal is for

[22:32] the student to have progressed

[22:35] gradually in each formative assessment in the summative assessment.

[22:38] So that's one of the tips, like what

[22:40] Francisco says, to start small,

[22:43] building small pieces that are very well reviewed and refined so that they gradually

[22:47] consolidate over these nine

[22:50] weeks, right? All those

[22:54] complicated things that Felipe said, but which will

[22:55] ultimately allow the

[22:59] student to demonstrate precisely what they have

[23:01] learned.

[23:03] Excuse me, it's just that I felt so

[23:05] identified with what Caro said,

[23:07] because at one point Felipe was talking and I

[23:08] was saying, "What is she talking about? I didn't really understand her very

[23:11] precise words." Listen, but

[23:14] speaking from the student's perspective

[23:15] ,

[23:16] when one gets to this point, the biggest

[23:20] fear one has, putting oneself,

[23:22] I insist, putting oneself in the student's shoes,

[23:23] is, will I have

[23:25] enough knowledge to face this great

[23:27] challenge? So, Felipe and

[23:30] Francisco as teachers, how can we

[23:34] tell the student that he has the

[23:36] tools to deal with this? How

[23:37] could you, uh, reduce this

[23:39] intensity, this fear that they will be

[23:42] able to do it, since they have already had a lot of problems

[23:45] with the subject?

[23:49] Absolutely, Roberto. Students

[23:50] have acquired all the necessary tools

[23:52] to put into practice the knowledge

[23:55] of tools that come from

[23:57] subjects such as accounting one,

[23:58] accounting two, 3, and related

[24:01] to the rental workshop one and rental workshop

[24:03] two. And I simply repeat myself, the

[24:06] same thing, it's going to sound super repetitive,

[24:10] but the student has to be

[24:13] at the center and we have to be able to

[24:15] guide their process, that is, that

[24:18] the student manages to activate this

[24:20] previously acquired knowledge and

[24:22] put it into practice. And for that, for

[24:24] example, Felipe's role is key.

[24:26] And it's key, why? Because I have to

[24:29] be able to take these students and have them

[24:32] put into practice the

[24:35] knowledge that they sometimes believe they have

[24:37] n't acquired, but

[24:39] when they are faced with a

[24:42] real exercise, they really realize

[24:44] that I am capable and that tomorrow

[24:46] I can face these same

[24:48] cases and that they can put into practice

[24:51] the excellent training that I have been

[24:52] acquiring. And it's at this point where

[24:54] they really say, "You know what? It was worth it

[24:56] . It was worth going

[24:59] through each of these subjects, and

[25:01] I really understand this

[25:04] knowledge at a

[25:06] financial and tax level. I mean, I don't

[25:08] want to get too technical, but that's the general

[25:11] idea, Roberto." So, the

[25:14] student is able to develop this

[25:17] skill and put it into practice later, either independently or

[25:23] as an

[25:26] accountant.

[25:28] Right, because this is,

[25:30] more than anything, Caro, this is the first

[25:32] major opportunity where students bring

[25:34] everything together, so to speak, all the

[25:35] courses pointing toward a final focus.

[25:38] Because before, we looked at the courses

[25:40] independently. This is the first time they'll

[25:42] have this opportunity, right?

[25:45] Yes, it's the first time they've encountered

[25:47] this. That's why it's called an

[25:48] integrative workshop, because it integrates this

[25:50] learning. So, taking

[25:52] the previous question, well, to begin with,

[25:54] I think the students who are

[25:56] listening now, as the audience of

[25:58] the podcast, understood... Felipe. That

[26:02] 's the starting point. They already

[26:04] understand because they've taken

[26:05] courses where this language has become

[26:07] familiar to them. The

[26:10] second thing is that

[26:13] each of the

[26:15] summative experiences is indeed constructed, designed around

[26:17] what you're asking, how to draw from

[26:21] other courses they've already taken

[26:23] and passed, how to incorporate elements so

[26:25] that they can, in practical cases,

[26:29] recall, retrieve, and strengthen their

[26:32] learning. Therefore, it's a kind

[26:34] of training, a building block, and it

[26:38] will make a lot of sense for the

[26:40] rest of their degree. So it's a

[26:42] challenging experience, but they're

[26:46] going to discover that each of the

[26:49] courses they took in their degree

[26:51] was a crucial pillar to

[26:53] build upon. So they'll have a lot of

[26:55] confidence.

[26:57] And the students have material week by

[27:00] week to reinforce what they're learning.

[27:02] Correct?

[27:04] Yes. Yes. They're going to find a classroom

[27:07] rich in materials.

[27:10] The cases are available from day one,

[27:13] from week one. They'll be able to

[27:15] visualize Practical cases, and as I was

[27:18] telling you a while ago, the

[27:19] feedback from the formative assessments

[27:22] will address questions and

[27:25] answers, from the most basic to the most

[27:27] complex, all within the same

[27:29] experience. So, you'll have

[27:31] support materials and the weekly guide from

[27:35] the professor in charge.

[27:37] I like Roberto's question, as if he did

[27:38] n't know. I'm asking

[27:40] Roberto this question now because why do I

[27:43] say he doesn't know? He says he doesn't know

[27:44] because Roberto just finished the

[27:46] final marketing workshop. In other words, he

[27:48] was the

[27:49] professor who guided the

[27:51] students who finished their studies this past

[27:52] semester, right? Which ended

[27:55] last week. So, I

[27:57] also want to ask Roberto how

[28:00] he perceived what

[28:04] fundamental aspects of these workshops are usually the

[28:05] most challenging for

[28:07] students, based on his

[28:08] experience with

[28:10] his previous group, and how

[28:13] Francisco and Felipe think

[28:15] accounting students, or business

[28:17] administration students, might perceive them, since

[28:20] the integrative workshop is also being implemented in business administration this semester. It's a

[28:22] two-month period, so it's a

[28:24] subject taught in all

[28:26] majors, depending on the major.

[28:27] So, Roberto, what did

[28:29] you find most challenging about this

[28:31] final marketing workshop?

[28:33] First, I want to say hello to all my

[28:35] students. They're my buddies now, as I

[28:37] always say, because our

[28:39] first graduating class has already finished, so I was

[28:40] lucky enough to lead the final applied workshop. Let's

[28:44] start by greeting them all. A round of applause for this

[28:47] first graduating class!

[28:55] The big question they had was how

[28:58] we were going to fit all these subjects

[29:01] into just eight weeks, how we were going to manage it, and that's

[29:04] precisely one of the biggest

[29:05] challenges they face. I mean,

[29:07] when we tell them, when you're going to do a

[29:09] project or something,

[29:12] you're going to have to decide which

[29:15] of these tools will be more

[29:17] important than others. And that's one

[29:19] of the challenges they have. And the other thing,

[29:21] which I think is the most complicated,

[29:22] is applying it to a real-world case. And I think that's

[29:26] where I want to hand it over

[29:29] to Felipe and... I'd like to hear from Francisco on this

[29:31] topic, because we often

[29:33] talk about hypothetical cases or

[29:35] large companies that we know are

[29:39] very unlikely to ever

[29:40] work for, but when we bring it down to earth

[29:42] with more real, more tangible companies,

[29:45] the situation changes completely, and that

[29:47] 's one of the biggest challenges

[29:49] students face when they reach this

[29:51] final stage. So, I

[29:53] want to hand it over to Felipe

[29:55] Francisco on this subject. What

[29:58] you're saying is important

[30:00] because, for example, personally, I

[30:03] always try to

[30:05] go beyond the material with my students, to give them tips

[30:08] on things one discovers in the

[30:10] practice of the profession.

[30:12] I remember the first tip I

[30:13] gave them, quite simple, regarding the

[30:17] integration of content, but getting to

[30:18] something more everyday, like the

[30:21] monthly tax return,

[30:23] form 29, also known as VAT, you don't just

[30:26] pay VAT, you also pay the

[30:27] famous PPM (Percentage Payment).

[30:29] If I pay too much PPM,

[30:32] I'll get a nice

[30:34] tax refund in April of the following year.

[30:37] They'll think the accountant is a good

[30:38] accountant, they'll think the accountant He does a

[30:40] fantastic job,

[30:42] but I left the company without enough

[30:44] cash flow to operate for the year,

[30:46] because that money has an

[30:47] opportunity cost. That opportunity cost is

[30:49] what I could have done with that

[30:50] money. I'm paying in PPMs; I'd be better off

[30:53] investing it in the business. Then the

[30:55] student was saying, "Look, you all think

[30:58] accountants are no longer necessary

[30:59] because of all the automated things and

[31:01] service proposals." Perfect. If the

[31:04] taxpayer does things their own way,

[31:06] they will pay the mandatory PPM rate, which

[31:08] is low, and in April they will pay a

[31:10] hefty tax because they did not save to

[31:13] pay their taxes. The PPM is a...

[31:15] ask Roberto. Don't ask

[31:17] Roberto how he has to pay his tax next time

[31:18] . I already

[31:19] paid for it. I already paid for it.

[31:24] PPM that serves to pay the tax,

[31:25] no more, either I paid the PPM, I paid my

[31:27] tax, they give me a little back or I pay a

[31:29] little and that is optimal tax management

[31:32] . Perfect,

[31:34] because the world of accountants, or

[31:36] rather non-accountants, thinks that "

[31:37] oh, I'll get a lot back in April," which is

[31:39] good. No, it's not good. The

[31:41] financial management was not good, and the

[31:44] financial and tax aspects had to be

[31:45] connected so that we could pay the PPM as

[31:47] close as possible to the tax date. And

[31:49] how can I achieve that? With the

[31:51] famous budgets. If the

[31:53] budgets are more or less

[31:55] realistic and the

[31:57] sales revenue, cost, and expense forecasts

[31:58] are realistic, I will be able to project approximately

[32:01] how much tax I have to

[32:02] pay and therefore the

[32:03] PPM I have to pay, and therefore I will be able

[32:05] to squeeze the company's money

[32:07] to the maximum.

[32:09] And

[32:10] a simple tax return

[32:12] generates all that effect. And what will be

[32:14] the big difference, for example, between the

[32:17] cases that students see in their

[32:18] regular courses and the big

[32:21] case they will see during their

[32:23] integrated workshop? Where are you most likely to

[32:26] differentiate?

[32:27] The last case they have to see

[32:32] has elements of rental workshop one and

[32:34] two.

[32:36] Therefore, from the outset we have to

[32:40] give validity and certainty to the students

[32:42] who are going to take this subject, that

[32:43] they have the knowledge to successfully

[32:46] complete it in their fourth year.

[32:48] In fact, I was telling the students,

[32:49] you don't...

[32:53] Oh, Felipe got stuck on that one. Taking advantage of the fact

[32:57] that Felipe was

[32:58] stuck, I'll pass on the information because I remember,

[33:01] right, Carolina de la Valla, when she

[33:03] was working as a

[33:04] career director, mentioned rental workshop one,

[33:06] rental workshop two, budget,

[33:08] accounting. So

[33:11] take advantage of this time to remember and look at

[33:14] the notes you have for that subject so you can

[33:15] have a great help

[33:18] there in that sense, right? Yes, that's

[33:20] key, for example, having their

[33:23] previous work, the work they

[33:25] did in previous courses,

[33:28] because there are formats, certain

[33:30] mechanisms, certain procedures that they will have to

[33:33] refresh, and well,

[33:35] obviously with the teacher's guidance,

[33:37] but both the content and the

[33:40] work they practiced will

[33:42] help them a lot to have on hand to

[33:45] support them. And the other thing

[33:49] Felipe said about the big difference

[33:51] in these cases is that they are

[33:54] also designed so that the student can

[33:56] prove to himself that he knows.

[33:58] Therefore, the student will enter with

[34:02] many doubts at the beginning, but by

[34:04] week three, week four, when they

[34:06] switch to experience

[34:08] two, they will feel as if they

[34:12] entered to see an area and left their

[34:14] case in the air. They're going to feel that, they're going

[34:17] to say, "Hey, what's happening with the case?"

[34:19] And there are two weeks to analyze another

[34:20] topic. And they kind of start to fall in love

[34:22] with what they're doing, because it

[34:25] starts to turn out well and it starts to

[34:27] give them satisfaction. So,

[34:29] ultimately it's like feeling super

[34:32] empowered by the knowledge they

[34:35] have, and if they approach the case

[34:38] working in pairs or trios, it's much

[34:42] better because there's more interaction

[34:44] to help them solve it.

[34:45] Hey Caro, taking into account what you

[34:47] 're saying, a question that was

[34:49] on Instagram, is it a case to be

[34:52] developed throughout the entire term?

[34:56] It's a case that's divided into two

[34:59] parts. Oh, and in between they have an

[35:01] analysis that is more related to the

[35:04] budget.

[35:06] So, what they work on at the beginning they

[35:08] solve in experience one and

[35:10] then resume in experience three.

[35:12] There are elements from experience one that will be

[35:14] useful for experience

[35:15] three, and the great final integrative case is

[35:18] experience three.

[35:20] Perfect, perfect. There are many, many things they

[35:22] also have to

[35:23] do, uh, on case three; these are not

[35:27] subjects they haven't

[35:29] seen before. What's interesting,

[35:32] and bringing it back to what we saw in the

[35:33] previous course, is that

[35:36] the students didn't just do the

[35:38] exercises, the calculations, and so on,

[35:40] and get

[35:41] wonderful results; they were also

[35:44] able to critique and

[35:46] analyze things. They would say, "Well,

[35:48] I applied the savings incentive from

[35:49] Article 14, letter E, but tomorrow

[35:53] when I close my business, I'm going to have to

[35:55] pay more taxes because I don't have a

[35:57] credit for first-

[35:59] category tax. Because basically, I stopped

[36:01] paying the tax with that...

[36:05] Let's shift the focus to

[36:07] Francisco, continue before it gets

[36:10] stuck like Felipe did."

[36:13] Indeed, as Felipe rightly points out

[36:16] , in this final case, the

[36:19] students have to be able to

[36:21] connect and interrelate certain

[36:23] knowledge they've acquired in

[36:25] previous courses. For example,

[36:27] as Felipe explained very well

[36:29] , the general regime 14A

[36:32] is for large companies. An

[36:35] exercise is done where the

[36:38] taxable net income is determined, which, simply put,

[36:40] is a number to which we apply a

[36:42] percentage to determine the tax. to

[36:44] pay, and then they begin to develop

[36:46] this whole chain process:

[36:48] available net income,

[36:50] taxable equity, tax registration,

[36:52] business income, and they begin to develop it

[36:54] from the financial perspective to the

[36:57] tax perspective, with, obviously, its

[37:00] added deductions—these are the

[37:03] nuances that exist between finance and

[37:05] tax. So,

[37:08] this

[37:11] activity, this exercise, is quite a challenge because it allows us to

[37:13] integrate these two worlds that have

[37:17] many, many differences.

[37:19] Hey, an open question for everyone

[37:22] here on the panel. What happens

[37:24] when the data doesn't add up? That's

[37:27] where the accountant's judgment really comes into play

[37:29] . What does a student do in that

[37:32] case?

[37:35] They balance it? No, just kidding.

[37:42] With ice, and it

[37:47] 's important. I work a lot with

[37:49] data in data analysis, and when one doesn't

[37:51] add up, it throws an error or something—the VI is

[37:56] complex. So,

[37:57] what happens when it doesn't add up in

[37:59] accounting? That, and another point, adding to

[38:01] that question about the use of

[38:03] artificial intelligence, what happens

[38:06] when the teacher realizes that perhaps there has been

[38:08] excessive use of

[38:09] artificial intelligence? How is that

[38:12] applied?

[38:15] How does the teacher educate it?

[38:17] Yes, as a teacher? How do you

[38:20] apply this in tax matters?

[38:24] At the tax level, I've seen

[38:27] some summative activities that

[38:30] use

[38:32] artificial intelligence but don't

[38:35] adhere to Chilean regulations, so they

[38:38] don't follow the established formats. For example,

[38:40] there's a structure where the

[38:42] student copied and pasted what the

[38:45] artificial intelligence indicated, and often it

[38:46] recognizes other concepts that

[38:50] have no relation to

[38:51] tax regulations. So, you

[38:54] can automatically realize, no,

[38:56] this does

[38:58] n't make any sense. The student simply

[39:01] copied and pasted something that's completely irrelevant

[39:04] .

[39:06] But if we look at

[39:07] math exercises, for example, it's simply not the same,

[39:10] because—and I'll address the

[39:13] question in the chat later—if

[39:14] we look at math exercises, what

[39:20] has happened to me? What I've seen,

[39:21] with the question you're asking,

[39:23] Cris, is that the student inputs the exercise

[39:26] into some artificial intelligence and it

[39:30] overcalculates, that is, it gives you a

[39:32] result so complex and complete

[39:38] that it's sometimes unnecessary. I've often

[39:40] seen that the

[39:43] answer It was expected, it was simpler

[39:45] than what it throws at you. So, the

[39:47] student panics because it gives you a

[39:49] step-by-step solution with

[39:52] many factors and many elements

[39:55] that suddenly aren't the

[39:57] expected result or the expected learning outcome for

[39:59] that specific question from a

[40:02] teacher.

[40:03] So,

[40:05] and the students who have studied and

[40:07] practiced realize this, therefore,

[40:09] they effectively rely on simplifying

[40:12] things, but when they notice it's

[40:15] excessive, they adjust it and move it to the

[40:18] expected answer. So, it's like

[40:21] the math exercise suddenly generates more anxiety

[40:24] than so many

[40:27] solutions. It turns out, but the one

[40:30] who studied realizes it and it's useful to them.

[40:34] Carolina goes to the end. Carolina goes to the

[40:36] end and see if you need more help,

[40:38] please tell me how I can help you. I

[40:41] have a small business that I

[40:44] guide, there's a very good question.

[40:47] Yes, I want to leave that one

[40:48] for all the trophies here, all of

[40:50] you, Pablo, Roberto, Felipe,

[40:51] Francisco, right? It says, "There are

[40:54] bad answers, but if they are well

[40:58] defended, because in this case, for For

[41:00] example, on the other hand, we can have

[41:01] what Felipe and Enrique heard,

[41:04] Francis was talking about, I don't know, if I did

[41:05] the calculation of the PPM, right? All this,

[41:07] but then it actually leads to me

[41:09] having to pay more taxes next

[41:11] year or to having to close the business. So, the

[41:14] answer is either correct or not. But if I was able to

[41:16] defend her, is that okay or not?

[41:19] How do you feel about it when

[41:21] you know the answer is wrong? Because it wasn't what they

[41:22] expected, but the student

[41:24] has such a good argument that he believes

[41:26] that story, let's put it that way. What do

[41:28] you think? Is there such a thing as a bad

[41:31] but well-defended answer, or is it simply

[41:33] wrong? What do you think? There is

[41:36] no good or bad question because

[41:39] sometimes we even have problems

[41:42] with the guidelines,

[41:43] and I'm not just saying this from my

[41:46] experience in undergraduate studies, but

[41:49] also in postgraduate courses, post-degree programs,

[41:50] diplomas in finance, things that I have

[41:52] had to teach with proposals with

[41:55] guidelines with errors, with material with

[41:58] errors. Speaking of

[42:00] artificial intelligence,

[42:03] professionals, engineers, accountants

[42:05] doing diplomas in finance,

[42:07] submitting work done with it and as one

[42:10] student very aptly put it, it got

[42:12] stuck even in the pron.

[42:16] So, the question is always, at

[42:19] least in my opinion, to analyze in its

[42:21] context,

[42:22] and perhaps I also have it as well, I've

[42:25] picked up from this

[42:28] law student thing, that there are no bad

[42:32] arguments, what exist are, I don't

[42:36] know, articles that are badly invoked or a poorly formulated

[42:38] view, a poorly formulated theory of the case

[42:40] . In other words, no theory is bad

[42:42] in this case, as long as I can

[42:44] defend it.

[42:46] Now, if the student tells me, for

[42:47] example,

[42:48] that Cash is a liability and

[42:51] that the company may have an

[42:54] unbalanced equity equation, then

[42:55] we're already in trouble. But in general,

[42:59] one always has the

[43:01] criterion, especially considering that

[43:05] companies will not have the

[43:07] same taxable income adjustments, they will not have

[43:11] the same useful lives in

[43:13] property, plant, and

[43:14] equipment, fixed assets, they will not

[43:15] find the same thing everywhere, nor

[43:17] the same charts of accounts, that

[43:19] companies will apply different charts of accounts

[43:20] , they will have

[43:22] different software, and when

[43:24] presenting financial statements they will

[43:26] apply NIF (Mexican Financial Reporting Standards) to try to

[43:27] standardize things, but at the end

[43:30] of the day everything is dynamic, everything is

[43:33] different, and that is the challenge

[43:35] they have: to integrate everything in order to

[43:36] adapt to a

[43:39] dynamic reality.

[43:40] Perfect. Francisco, Pablo, Roberto,

[43:42] what do you think? It's not a bad question, it's a well-

[43:45] argued one.

[43:47] Look, as Felipe says, I remember

[43:49] something that is super debatable at an

[43:52] accounting level. Sorry Pablo. For

[43:54] example, accounting theory

[43:56] tells me that cash is an asset and that

[43:58] assets increase on debit, decrease on credit,

[44:00] and have a debt balance. Felipe is going

[44:02] to laugh at this. What I'm going to say.

[44:04] What happens to the owner of the small business who

[44:06] started his company with 50,000

[44:09] pesos, already with initial capital? He said, "I'm going to

[44:12] install a forklift and we're going to

[44:15] put in an initial capital of 50,000

[44:16] pesos."

[44:19] The owner of the small business started buying from him in cash, everything was fine,

[44:22] he bought a gallon of gas for 50,000 pesos and is now

[44:26] bankrupt because he spent his

[44:27] initial capital. So, after his

[44:28] bad financial situation, the entrepreneur starts

[44:31] putting money in, putting money in, buying things, he

[44:32] can now, he buys machinery, everything. There comes

[44:35] a point when we generate this

[44:38] financial statement and realize that cash does

[44:40] not have a debit balance as it should,

[44:43] because according to the theory of

[44:45] account treatment, it has a

[44:46] credit balance. So, what am I getting at?

[44:48] If the student is able to provide a

[44:51] solid foundation for something, it can be

[44:53] good. Okay. As you can see, I'm giving you

[44:56] both perspectives, because

[44:58] theory tells me that an asset has a

[45:00] deor balance, but what happens in this other case

[45:02] when an entrepreneur starts activities

[45:05] with an amount that is not necessary to

[45:09] develop an operation in a good

[45:11] way? It does not estimate its initial capital

[45:13] to maintain the relationship and generates a

[45:16] smaller initial capital and then the

[45:18] entrepreneur starts with his own money. It

[45:21] will generate that I

[45:30] have an active salesperson.

[45:35] Then he's going to clash with,

[45:40] uh, Francisco.

[45:42] Yes, perfect.

[45:43] As I was saying, there is no right answer. There

[45:45] is no good answer or answer.

[45:47] Let's go, we have to know how to defend it.

[45:50] Pablo, Roberto, what do you think? Come on,

[45:52] Roberto.

[45:53] In the world of

[45:54] marketing,

[45:57] presentation is often worth more than 1000 reports.

[46:01] In the world of marketing, it's the other way around.

[46:03] We find it quite interesting, and we

[46:05] emphasize to the students that

[46:08] they shouldn't see themselves as the ugly duckling of the

[46:10] family during the presentation, right?

[46:12] Often, if you present well, if you

[46:14] defend well, only then will the owner of

[46:16] the BR management company or whoever

[46:18] pass the report because it was a

[46:21] good presentation. You could defend the

[46:23] report, as they say, as full support

[46:26] for Felipe Francisco, it's open to interpretation,

[46:28] but the defense or presentation to

[46:30] a client is not. That's where you need to

[46:32] have your shield to defend yourself against

[46:34] bullets. Sometimes, from personal experience,

[46:37] I've had to conduct

[46:39] market research that I know isn't very good,

[46:41] but I have to defend it no matter what. And

[46:44] that's super important: having the

[46:46] ability

[46:48] to defend. If you ask me

[46:50] directly, I think that for me

[46:52] a good defense is more important,

[46:56] regardless of the report. Maybe

[46:57] the answer isn't so solid, but if

[46:59] you understand what you're getting at, maybe

[47:01] the report might be a

[47:03] little lacking, but for me

[47:06] the defense is fundamental.

[47:07] Knowing how to defend is fundamental.

[47:09] Pablo, you're in the technology area

[47:12] where it works or doesn't work, tell me.

[47:14] It's a little different, isn't it? In other words, it either

[47:17] is or it isn't. For example, when you

[47:21] ask or they tell you, "Okay, this

[47:24] is a software architecture, this

[47:26] is what will be applied. And why will it be

[47:29] applied?" And it goes around the

[47:31] branch and no longer because it is why it is applied

[47:34] and why it has to be applied in that

[47:35] way. So, the more directly the

[47:37] question is asked, even if one has the

[47:41] argument, one has already started off on the wrong foot, one is already in trouble.

[47:45] Yes, yes. So I think it depends on

[47:47] the circumstances. We didn't take classes

[47:49] with Professor Pablo, we already know

[47:51] why, or if not,

[47:54] I think it depends on the

[47:56] circumstances. Sometimes the argument

[47:57] is even quite good

[47:59] because the concept is understood, but

[48:01] of course, the answer is not adequate. This does

[48:03] n't mean the answer is

[48:04] bad or correct, but rather that the

[48:05] argument may be correct in relation

[48:07] to the information I'm providing,

[48:09] but I can't expect that if I have a bad answer and

[48:11] can defend it and explain it well,

[48:13] let's say, I'm going to get a passing grade.

[48:14] So I challenge you to... there are

[48:17] mistakes,

[48:18] there are mistakes and well-founded mistakes. That

[48:21] 's the big difference. If you can

[48:23] substantiate your mistake and explain it, it means

[48:26] you finally learned. Well, there might be

[48:29] a mistake, there might be

[48:31] a difference, or there might be something

[48:33] you missed, but if you

[48:35] noticed it during the presentation,

[48:37] analyzed it, discussed it, and finally made it

[48:41] clear. You either notice it or you verbalize it,

[48:45] it's because you're doing the analysis,

[48:47] so it's a bit of both.

[48:53] Dear all, it's been 48 minutes, almost

[48:55] 50 minutes, talking about all this.

[48:59] Summary of a summary to give

[49:01] our students

[49:04] peace of mind for this term that

[49:06] begins today, because today we

[49:08] start our second term and they

[49:10] have to start now. And how are we

[49:13] going to get the tips? Ya Car gave an

[49:15] important tip for being able to

[49:18] carry out your integrated workshop, and

[49:22] that tip is also for all

[49:23] integrated workshops of all

[49:25] races. So, tell me what advice

[49:27] you, Felipe, Francisco, and

[49:30] Roberto, would give to students who will be

[49:31] facing an integrated workshop

[49:33] this term and in the future. What tips

[49:35] should they keep in mind to reduce their

[49:37] anxiety, be much calmer, and

[49:39] achieve excellent results? Who

[49:41] wants to launch the first ones? Ful Roberto

[49:43] or

[49:43] I want to start, you know that I'm going to

[49:44] start with something because I've been

[49:46] lucky, well, you know, I spent many

[49:48] years at Duoc in different stages of

[49:50] completion and there's a phrase I always start

[49:52] with that I really like.

[49:55] Before arriving at the integrated workshop, I

[49:57] tell the kids, nobody knows your

[50:00] weaknesses better than

[50:01] yourself. Because you can see a note. You

[50:03] might see a note indicating that the

[50:04] student did very well. He was

[50:06] lucky to have a good group. We

[50:09] are now in the age of

[50:10] artificial intelligence, but only he knows its

[50:12] weaknesses. My main advice

[50:15] before starting or when we are

[50:16] just starting is to

[50:19] prepare for any weaknesses he feels he has

[50:22] before we start running, especially since

[50:25] our two-month periods, as we all

[50:27] know, go by very quickly.

[50:29] So, prepare for those weaknesses.

[50:32] Obviously, we all have the right to have

[50:34] slightly weaker points, and we need to

[50:35] prepare for them so that when the

[50:36] time comes to start the term, we can

[50:39] start on equal footing, because it becomes very

[50:41] difficult once the term has started to

[50:44] begin studying things that I know I did

[50:46] n't know well. That would be the only

[50:48] advice I would give to the

[50:49] kids before starting an

[50:52] integrated workshop.

[50:53] Thank you very much, Roberto. Felipe,

[50:56] Francisco, who?

[51:00] The first thing is to reassure

[51:01] students that it's based

[51:04] on the premise that the idea of

[51:07] past material being forgotten is simply that we forget it to a

[51:09] greater or lesser extent, but we do forget it in the

[51:11] end, some to a certain

[51:13] degree, it's true, it's an

[51:16] axiom, something that we inevitably forget

[51:18] the material, that's common. Therefore,

[51:22] in principle, the first thing we do

[51:24] is recall concepts that we need to

[51:26] remember. To

[51:28] revive knowledge that has died or is lying

[51:30] dormant. So,

[51:33] one starts from the premise that things

[51:35] are forgotten,

[51:36] especially considering the

[51:40] volume of information we have to

[51:42] learn virtually in a short time. We

[51:45] have to be super efficient in

[51:47] learning, and pedagogically

[51:50] there was a law professor who said,

[51:52] you have to, it's like giving a

[51:55] newborn a complete meal

[51:58] in order to learn a

[52:00] lot.

[52:01] What's the problem with that? I don't see it, I do

[52:03] n't see any fault with that, I mean, you've been

[52:07] feeding him well since he was a baby, I

[52:09] mean,

[52:10] but it went well, yes, the results for the students in

[52:11] general were super

[52:13] good and that's the tip that

[52:14] Carolina was talking about. They would do their

[52:16] formative activity and then the summative one was

[52:19] almost a copy-paste of what they

[52:20] had done before in the formative activity,

[52:21] adding a couple of things.

[52:23] So, those doing the formative assessment

[52:25] were essentially doing their summative assessment

[52:27] in advance, and then the

[52:29] summative assessment went really well for those who

[52:32] did their formative assessment backwards, and

[52:35] in general, very good grades. They

[52:38] also did really well in the final presentation,

[52:42] and the presentation was impeccable.

[52:45] I have another tip:

[52:48] choose well and be very close to the

[52:52] work team. that are going to be

[52:53] presented. Yeah, that's key. Test it

[52:57] the first week, the second week, I'll

[52:59] shoot. It is generally recommended that they

[53:01] work in pairs, so that they

[53:03] can coordinate well and check

[53:08] if they are doing well with the group. If not, they

[53:10] immediately notify the professor and

[53:12] coordinate from there, because the group is so important

[53:15] that I have to send a

[53:17] greeting to my diploma group that let me

[53:19] stay a little longer here on the

[53:21] podcast. So I send my greetings to them for

[53:24] being such good colleagues, they are

[53:25] covering for me there until I can

[53:27] connect with them, but it is key, the

[53:29] truth is that the first two weeks

[53:31] were defining the groups quickly.

[53:33] Hey, Carito, what happens when there's

[53:36] a duo that was formed? What advice would

[53:39] you give to a pre-arranged duo, not a

[53:41] duo they chose themselves?

[53:45] Look, the first thing is for them to get together and get to

[53:47] know each other, to talk, to find out

[53:50] where each one is headed, what their

[53:52] priorities are. It's a

[53:54] super honest conversation, saying, "Hey, you know what?

[53:56] I don't have much time, I'm only available on

[53:58] Saturdays. The truth is, I

[54:01] have this working method where they

[54:04] try to get to know each other individually first,

[54:06] rather than just sitting down and saying, '

[54:09] Hey, I'll do this part, and all that,'

[54:11] but rather, they understand each

[54:14] other's problems. That helps a bit,

[54:17] also, to calculate the time you'll have

[54:20] to be able to get things done. There are

[54:22] ways of working where one person does one

[54:24] part and another does another, where one does more and

[54:26] the other complements. But for it to

[54:28] work, they have to get to know each other first,

[54:30] have a virtual session, see each other face to face,

[54:33] and talk about their families, about their

[54:36] dynamics during the week, and be

[54:38] able to fit that in. I think that's

[54:41] fundamental.

[54:43] What great advice for them, because that's

[54:44] going to happen too; it's not just going to be one

[54:46] group forming, it's going to

[54:48] happen with the others as well.

[54:50] Right. Exactly.

[54:53] Francisco, what advice would

[54:55] you give them before

[55:01] starting this?" Bimester? Francisco left.

[55:03] There he is. Nicoénico

[55:06] is blocked, he's stuck on

[55:09] Francisco's signal. Anyway,

[55:11] Professor Raúl, taking advantage of the fact that we're here

[55:14] while Francisco returns, I think he got

[55:15] stuck, so Professor Raúl

[55:19] comments that it's important to

[55:21] analyze, right? And also see what I

[55:23] want to achieve in this course, to

[55:25] guide us in identifying the

[55:27] gaps between where I

[55:29] am and what I want to achieve, so we can

[55:31] work on them. So, great message

[55:33] to the students, Professor Raúl.

[55:37] Francisco, did you see him? No, he's still there.

[55:39] No, no. If he doesn't leave, he'll leave us the

[55:41] tips later in the chat, for

[55:44] our students. I don't

[55:48] think Francisco is here.

[55:50] Well, and the signal problem dropped.

[55:54] All of that can happen. Also,

[55:56] guys, we're running out of time.

[55:58] Thank you very much. I think it's important to thank

[56:00] Carolina, Felipe, and Francisco, if he

[56:02] comes back later,

[56:05] and also to reduce some of that

[56:07] anxiety about what might happen when

[56:09] facing this

[56:11] integrated workshop. It

[56:13] 's the right path. The end of your processes,

[56:16] as today's chapter mentioned,

[56:17] the final step, right? Uh, it's

[56:20] the last step you have left on

[56:21] this ladder, it will have a

[56:22] subtitle. Uh, don't take it lightly

[56:26] , but here you are, you're going to

[56:28] apply everything you've learned. You'll

[56:30] see that you've learned a lot during

[56:32] these two or three years you've been

[56:35] studying, four because

[56:37] public education is four. Uh, in that sense,

[56:41] remember and see how that

[56:43] acquired knowledge, that knowledge

[56:45] that the teachers have also transmitted

[56:47] and helped you with, is working. Of course. So, it's appreciated

[56:48] that you yourselves can

[56:51] convey that the integrated workshop is

[56:53] a great opportunity to show what

[56:55] you've learned and to be able to move on from this

[56:58] intense work, this whole

[57:01] period. I don't know if there's one word left,

[57:03] Carolina, Felipe, to say goodbye before

[57:05] ending this chapter. I want to

[57:07] thank you. It's always

[57:09] super fun, it doesn't feel so

[57:11] comfortable being here with the teachers,

[57:14] with you, Cris, uh, and it's an ideal space

[57:16] for this, to transmit... A

[57:19] little more relaxation before this

[57:21] stage. Uh, the truth is that the

[57:23] students, I always tell them, everyone can do it

[57:25] , everyone can do it, it doesn't matter where they start

[57:28] , everyone can do it. Uh,

[57:31] they've already reached this stage, and if

[57:32] they've reached this stage, it's because they

[57:34] have the necessary elements to

[57:35] achieve it. So, have confidence in yourselves

[57:38] and whatever you need. Well, the

[57:40] teaching team, not just Felipe, the

[57:42] entire teaching team is available for

[57:44] any strategic questions you

[57:46] need to resolve. So, thank you for

[57:49] the opportunity, and well, much success also

[57:51] to the students from other majors who are

[57:53] facing this stage. They are sometimes

[57:56] different from one to another, but

[57:57] finally, they manage to realize the dream they

[58:00] set for themselves a couple of years ago. Today it

[58:02] becomes a reality, so congratulations

[58:05] in advance for that.

[58:07] S. Felipe, any message of encouragement to

[58:10] close?

[58:12] Uh, basically, see it as an

[58:14] opportunity, because personally, in my

[58:17] undergraduate studies, I didn't have any

[58:19] integrated workshops.

[58:23] Nor in my graduate studies.

[58:27] I was expecting you to say graduate studies. Yes, I had to

[58:29] do it by force.

[58:32] Reality was what made me integrate

[58:33] things.

[58:35] Look,

[58:37] the Pain is the best teacher, as

[58:38] some say, especially masochists, I

[58:40] imagine, but it was a very

[58:44] painful process. In some other

[58:47] institutions where I've

[58:48] taught, I would approach the heads and

[58:50] say, "Listen, an integrated workshop isn't necessary; it ca

[58:51] n't be done, it's too

[58:52] complex." Okay.

[58:56] And believe me,

[58:59] at the end of the day, you're grateful to have had an

[59:01] integrated workshop and to be able to go into the working world with that knowledge

[59:03] .

[59:06] The approach you have is different

[59:10] when you integrate with other methods than when you just

[59:12] look at small boxes of content.

[59:15] There's a world of difference, and also in

[59:17] the opportunities you'll have.

[59:19] Therefore, see it as an

[59:20] opportunity, and don't be

[59:23] afraid either, because you start from the premise that

[59:25] things are forgotten, and you bring them up

[59:27] in class. You encourage the

[59:30] students to remember

[59:32] things, you tell them about experiences

[59:34] where different concepts

[59:36] of budgets, costs, and

[59:38] tax finance are applied, and at the end of the day, what

[59:42] interests me most is—well, obviously,

[59:45] you're going for the grade— But in the end, what

[59:47] interests me is that they learn to think

[59:50] differently, I mean, like, I

[59:52] came into the course thinking one way and left

[59:54] thinking another

[59:55] .

[59:57] That was evident at least last semester

[59:59] when they were able to critique

[01:00:01] certain tax benefits. Well,

[01:00:02] this is a tax benefit for

[01:00:03] companies today; in terms of business terms, they have to

[01:00:06] pay more taxes. For

[01:00:07] example, the 14% incentivizes

[01:00:10] saving. There are several other things we're going to

[01:00:11] discuss, and we're going to start seeing things

[01:00:14] differently.

[01:00:15] Therefore, see it as an

[01:00:16] opportunity. That's what it is. And several

[01:00:18] institutions should have

[01:00:19] integrated workshops, but they haven't.

[01:00:22] Making a difference. Francisco, you

[01:00:24] just arrived to say

[01:00:27] goodbye and leave a message for the

[01:00:30] students who attend the workshop. They say

[01:00:31] there's... Yes, yes. Are you there?

[01:00:36] No, it's frozen.

[01:00:38] It's frozen, Francisco. It does

[01:00:40] n't matter, this image, I'll talk to

[01:00:41] him. Hello, I'm Francisco.

[01:00:44] Greetings.

[01:00:47] Yes. So Francisco, well, you give him a

[01:00:51] message Directly to your

[01:00:52] students in the course, so either

[01:00:55] leave it later in the chat,

[01:00:56] there in the comment so it's

[01:00:58] pinned and everyone who sees it

[01:01:00] can read it.

[01:01:03] Guys,

[01:01:05] thank you very much. I'll leave you all invited for

[01:01:07] next week. We're going to talk about

[01:01:09] certifications.

[01:01:12] Carlos González, a subscriber from the

[01:01:13] School of Computer Science, is invited. So Pablo is there

[01:01:14] with his

[01:01:16] school to support me, and you have to be there,

[01:01:19] Pablo, you have to...

[01:01:23] ah, let's say goodbye, let's say goodbye, Roberto.

[01:01:25] Let's say goodbye, Roberto.

[01:01:26] No, next week, next

[01:01:28] week.

[01:01:29] Ah, next week. Okay, so we have

[01:01:30] n't even started the

[01:01:32] panel yet.

[01:01:35] Next week we'll talk about certifications,

[01:01:36] all these small certifications

[01:01:38] that we can pursue through Duoc in

[01:01:40] different areas, and that not only the

[01:01:41] School of Computer Science can do it,

[01:01:43] but several others can as well

[01:01:44] . So next week we'll

[01:01:45] have that to see how we

[01:01:47] do it, what we can get certified in, and

[01:01:50] more importantly, to clarify any doubts with

[01:01:52] Carlos González. A representative from the School

[01:01:54] of Computer Science will be here to

[01:01:56] tell us about this new project, which is

[01:01:58] certified for all our

[01:01:59] students. So we'll see you

[01:02:01] next Tuesday, as always, at

[01:02:03] 7:30 PM

[01:02:05] with a new episode of Podcampus:

[01:02:07] Interests that Connect. Take

[01:02:09] care. Bye. Bye

[01:02:10] everyone. Take care.