Educación social en Japón.

[ES] El concepto que corresponde a pedagogía social en Japón es ‘educación social’. El propósito de este artículo es esclarecer la realidad de la educación social en Japón, a través del debate sobre la historia, teoría, metodología, profesionalización y práctica de la educación social en Japón. El objetivo de la educación social es lograr la realización personal individual organizando sistemáticamente tanto la enseñanza académica oficial como la extraoficial, y de la concentración en la última para contribuir a la mejora de la sociedad. También busca la realización de un capital social en la comunidad. La realización de una sociedad mejor y de la realización personal a nivel individual compone la filosofía del bienestar social. Aunque las maneras de abordar la educación social y el bienestar social son diferentes, se puede decir que comparten la misma filosofía. En los últimos años, se ha intentado integrar la educación social y la asistencia, con el fin de desarrollar unas prácticas consolidadas estructuralmente en algunas comunidades. Administrativamente, es un desafío para el regionalismo burocrático, y el problema yace en las disposiciones en cuanto al personal a cargo de su práctica. Es posible crear una práctica de Asistencia de Educación Social en las comunidades designando a unos empleados que estén a cargo de la educación social y a otros que se ocupen de la asistencia social. Ambos grupos cooperarán y trabajarán juntos, y la práctica llevada a cabo mediante la cooperación entre ambas plantillas propiciará el desarrollo de la comunidad y también de la estructura del gobierno de la misma. En el futuro, se busca el desarrollo de las comunidades con el propósito de la realización de una sociedad mejor a través de las prácticas de la asistencia social y de la educación. La estructura de Asistencia de Educación Social planteada a nivel comunitario sugerirá el camino que ha de tomar la educación social en Japón en años venideros. [EN] In Japan a concept similar to social pedagogy is ‘social education’ in Japan. The aim of this paper is to clarify the reality of social education in Japan through discussion on the history, theory, methodologies, professionalization and practice of social education in Japan. The goal of social education is to achieve individual self-fulfillment by either systematically organizing formal education and non-formal education, or accumulating non-formal education, and at the same time, contributing to a better society. This also means the realization of a social capital in a community. The realization of a better society and individual self-fulfillment are the social welfare philosophy itself. Although the ways of approaching social education and social welfare are different, it may be said that they share the same philosophy. In recent years, there have been attempts to integrate social education and welfare, and develop structurally-consolidated practices in some communities. Administratively, it is a challenge to bureaucratic sectionalism. The problem is with the arrangement of staff who are in charge of its practice. It is possible to create a Social Education Welfare practice in communities by assigning staff who are in charge of social education and staff who are in charge of social welfare. Both of the groups will cooperate and work together. The practice carried out by the cooperation between social education and welfare will lead to the development of community and also the structure of community governance. In the future, it will be necessary for communities develop with the purpose of realization of a better society through the practices of social welfare and education. The structure of Social Education Welfare based on communities suggests the direction of social education in Japan in the future

Excitatory Motor Neurons are Local Central Pattern Generators in an Anatomically Compressed Motor Circuit for Reverse Locomotion [preprint]

Central pattern generators are cell- or network-driven oscillators that underlie motor rhythmicity. The existence and identity of C. elegans CPGs remain unknown. Through cell ablation, electrophysiology, and calcium imaging, we identified oscillators for reverse locomotion. We show that the cholinergic and excitatory class A motor neurons exhibit intrinsic and oscillatory activity, and such an activity can drive reverse locomotion without premotor interneurons. Regulation of their oscillatory activity, either through effecting an endogenous constituent of oscillation, the P/Q/N high voltage-activated calcium channel UNC-2, or, via dual regulation, inhibition and activation, by the descending premotor interneurons AVA, determines the propensity, velocity, and sustention of reverse locomotion. Thus, the reversal motor executors themselves serve as oscillators; regulation of their intrinsic activity controls the reversal motor state. These findings exemplify anatomic and functional compression: motor executors integrate the role of rhythm generation in a locomotor network that is constrained by small cell numbers

Excitatory motor neurons are local oscillators for backward locomotion

Cell- or network-driven oscillators underlie motor rhythmicity. The identity of C. elegans oscillators remains unknown. Through cell ablation, electrophysiology, and calcium imaging, we show: (1) forward and backward locomotion is driven by different oscillators; (2) the cholinergic and excitatory A-class motor neurons exhibit intrinsic and oscillatory activity that is sufficient to drive backward locomotion in the absence of premotor interneurons; (3) the UNC-2 P/Q/N high-voltage-activated calcium current underlies A motor neuron\u27s oscillation; (4) descending premotor interneurons AVA, via an evolutionarily conserved, mixed gap junction and chemical synapse configuration, exert state-dependent inhibition and potentiation of A motor neuron\u27s intrinsic activity to regulate backward locomotion. Thus, motor neurons themselves derive rhythms, which are dually regulated by the descending interneurons to control the reversal motor state. These and previous findings exemplify compression: essential circuit properties are conserved but executed by fewer numbers and layers of neurons in a small locomotor network

ALS mutations in FUS cause neuronal dysfunction and death in Caenorhabditis elegans by a dominant gain-of-function mechanism.

It is unclear whether mutations in fused in sarcoma (FUS) cause familial amyotrophic lateral sclerosis via a loss-of-function effect due to titrating FUS from the nucleus or a gain-of-function effect from cytoplasmic overabundance. To investigate this question, we generated a series of independent Caenorhabditis elegans lines expressing mutant or wild-type (WT) human FUS. We show that mutant FUS, but not WT-FUS, causes cytoplasmic mislocalization associated with progressive motor dysfunction and reduced lifespan. The severity of the mutant phenotype in C. elegans was directly correlated with the severity of the illness caused by the same mutation in humans, arguing that this model closely replicates key features of the human illness. Importantly, the mutant phenotype could not be rescued by overexpression of WT-FUS, even though WT-FUS had physiological intracellular localization, and was not recruited to the cytoplasmic mutant FUS aggregates. Our data suggest that FUS mutants cause neuronal dysfunction by a dominant gain-of-function effect related either to neurotoxic aggregates of mutant FUS in the cytoplasm or to dysfunction in its RNA-binding functions

Educación social en Japón

In Japan a concept similar to social pedagogy is ‘social education’ in Japan. The aim of thispaper is to clarify the reality of social education in Japan through discussion on the history, theory, method-ologies, professionalization and practice of social education in Japan. The goal of social education is toachieve individual self-fulfillment by either systematically organizing formal education and non-formal edu-cation, or accumulating non-formal education, and at the same time, contributing to a better society. Thisalso means the realization of a social capital in a community. The realization of a better society and individ-ual self-fulfillment are the social welfare philosophy itself. Although the ways of approaching social educa-tion and social welfare are different, it may be said that they share the same philosophy.In recent years, there have been attempts to integrate social education and welfare, and develop struc-turally-consolidated practices in some communities. Administratively, it is a challenge to bureaucratic sec-tionalism. The problem is with the arrangement of staff who are in charge of its practice. It is possible tocreate a Social Education Welfare practice in communities by assigning staff who are in charge of social ed-ucation and staff who are in charge of social welfare. Both of the groups will cooperate and work together.The practice carried out by the cooperation between social education and welfare will lead to the devel-opment of community and also the structure of community governance.In the future, it will be necessary for communities develop with the purpose of realization of a better so-ciety through the practices of social welfare and education. The structure of Social Education Welfare basedon communities suggests the direction of social education in Japan in the future.O conceito semelhante à pedagogia social é “a educação social” no Japão. O objetivo deste ar-tigo é esclarecer a realidade da educação social no Japão, através da discussão sobre a história, teoria, me-todologias, profissionalização e prática de educação social no Japão. A meta da educação social é alcançara auto-realização individual por qualquer organização sistemática da educação formal e educação não-for-mal, ou acumulação de educação não-formal, e, ao mesmo tempo, contribuir para uma sociedade melhor.Isso significa, também, a realização de um capital social em uma comunidade. A realização de uma sociedademelhor e auto-realização individual são a própria filosofia de bem-estar social. Embora as formas de abor-dagem da educação social e bem-estar social sejam diferentes, pode-se dizer que elas compartilham amesma filosofia.Nos últimos anos, têm havido tentativas de integrar educação e bem-estar social e desenvolver práticasestruturalmente consolidadas em algumas comunidades. Administrativamente, é um desafio para regiona-lismo burocrático e o problema está com a disposição do pessoal que está no comando dessas práticas. Épossível criar uma prática de Educação Social e Bem-Estar nas comunidades através da atribuição de equi-pes que sejam responsáveis pela educação social e equipes que estejam encarregadas do bem-estar social.Ambos os grupos irão cooperar e trabalhar em conjunto. A prática realizada pela cooperação entre a edu-cação e o bem-estar social vai levar ao desenvolvimento da comunidade e também a estrutura de gover-nança comunitária.No futuro, é necessário desenvolver comunidades com a finalidade de realização de uma sociedade me-lhor através das práticas de bem-estar social e educação. A estrutura de Educação Social e Bem-Estar ba-seada em comunidades sugere a direção da educação social no Japão no futuro.El concepto que corresponde a pedagogía social en Japón es ‘educación social’. El propósito de este artículo es esclarecer la realidad de la educación social en Japón, a través del debate sobre la historia, teoría, metodología, profesionalización y práctica de la educación social en Japón. El objetivo de la educación social es lograr la realización personal individual organizando sistemáticamente tanto la enseñanza académica oficial como la extraoficial, y de la concentración en la última para contribuir a la mejora de la sociedad. También busca la realización de un capital social en la comunidad. La realización de una sociedad mejor y de la realización personal a nivel individual compone la filosofía del bienestar social. Aunque las maneras de abordar la educación social y el bienestar social son diferentes, se puede decir que comparten la misma filosofía. En los últimos años, se ha intentado integrar la educación social y la asistencia, con el fin de desarrollar unas prácticas consolidadas estructuralmente en algunas comunidades. Administrativamente, es un desafío para el regionalismo burocrático, y el problema yace en las disposiciones en cuanto al personal a cargo de su práctica. Es posible crear una práctica de Asistencia de Educación Social en las comunidades designando a unos empleados que estén a cargo de la educación social y a otros que se ocupen de la asistencia social. Ambos grupos cooperarán y trabajarán juntos, y la práctica llevada a cabo mediante la cooperación entre ambas plantillas propiciará el desarrollo de la comunidad y también de la estructura del gobierno de la misma. En el futuro, se busca el desarrollo de las comunidades con el propósito de la realización de una sociedad mejor a través de las prácticas de la asistencia social y de la educación. La estructura de Asistencia de Educación Social planteada a nivel comunitario sugerirá el camino que ha de tomar la educación social en Japón en años venideros