scholarly journals Human development IV: The Living Cell has Information-Directed Self-Organisation

2006 ◽  
Vol 6 ◽  
pp. 1132-1138 ◽  
Author(s):  
Søren Ventegodt ◽  
Tyge Dahl Hermansen ◽  
Trine Flensborg-Madsen ◽  
Maj Lyck Nielsen ◽  
Birgitte Clausen ◽  
...  

In this paper, restricted to describe the ontogenesis of the cell, we discuss the processing of DNA through RNA to proteins and argue that this process is not able to transfer the information necessary to organize the proteins in the cell, but only to transfer the information necessary to form the shape of the proteins. We shortly describe the structure of the information carrying field recruited by the cells that we think is responsible for building the organelles and other cellular structures. We use the cells superior control of its cytoskeleton as an example of how the cell is using an informational field giving the positional information guiding all the local chemical processes behind the cell movement. We describe the information-directed self-organization in cells and argue that this can explain the ontogenesis of the cell. We also suggest the existence of an undiscovered phenomenon behind the information transmitting cell interactions. We conclude that during evolution the cell has developed into an information-guided self-organizing structure. The mystery we want to solve is: what is the mechanical cause and nature of biological information?

2006 ◽  
Vol 6 ◽  
pp. 1424-1433 ◽  
Author(s):  
Søren Ventegodt ◽  
Tyge Dahl Hermansen ◽  
Trine Flensborg-Madsen ◽  
Maj Lyck Nielsen ◽  
Joav Merrick

Uninterrupted morphogenesis shows the informational potentials of biological organisms. Experimentally disturbed morphogenesis shows the compensational dynamics of the biological informational system, which is the rich informational redundancy. In this paper, we use these data to describe morphogenesis in terms of the development of supracellular levels of the organism, and we define complex epigenesis and supracellular differentiation. We review the phenomena of regeneration and induction of Hydra and amphibians, and the higher animal’s informational needs for developing their complex nervous systems. We argue, also building on the NO-GO theorem for ontogenesis as chemistry, that the traditional chemical explanations of high-level informational events in ontogenesis, such as transmutation, regeneration, and induction, are insufficient. We analyze the informational dynamics of three embryonic compensatory reactions to different types of disturbances: (1) transmutations of the imaginal discs of insects, (2) regeneration after removal of embryonic tissue, and (3) embryonic induction, where two tissues that normally are separated experimentally are made to influence each other. We describe morphogenesis as a complex bifurcation, and the resulting morphological levels of the organism as organized in a fractal manner and supported by positional information. We suggest that some kind of real nonchemical phenomenon must be taking form in living organisms as an information-carrying dynamic fractal field, causing morhogenesis and supporting the organism’s morphology through time. We argue that only such a phenomenon that provides information-directed self-organization to the organism is able to explain the observed dynamic distribution of biological information through morphogenesis and the organism's ability to rejuvenate and heal.


2017 ◽  
Vol 114 (23) ◽  
pp. E4592-E4601 ◽  
Author(s):  
Christopher R. Cotter ◽  
Heinz-Bernd Schüttler ◽  
Oleg A. Igoshin ◽  
Lawrence J. Shimkets

Collective cell movement is critical to the emergent properties of many multicellular systems, including microbial self-organization in biofilms, embryogenesis, wound healing, and cancer metastasis. However, even the best-studied systems lack a complete picture of how diverse physical and chemical cues act upon individual cells to ensure coordinated multicellular behavior. Known for its social developmental cycle, the bacterium Myxococcus xanthus uses coordinated movement to generate three-dimensional aggregates called fruiting bodies. Despite extensive progress in identifying genes controlling fruiting body development, cell behaviors and cell–cell communication mechanisms that mediate aggregation are largely unknown. We developed an approach to examine emergent behaviors that couples fluorescent cell tracking with data-driven models. A unique feature of this approach is the ability to identify cell behaviors affecting the observed aggregation dynamics without full knowledge of the underlying biological mechanisms. The fluorescent cell tracking revealed large deviations in the behavior of individual cells. Our modeling method indicated that decreased cell motility inside the aggregates, a biased walk toward aggregate centroids, and alignment among neighboring cells in a radial direction to the nearest aggregate are behaviors that enhance aggregation dynamics. Our modeling method also revealed that aggregation is generally robust to perturbations in these behaviors and identified possible compensatory mechanisms. The resulting approach of directly combining behavior quantification with data-driven simulations can be applied to more complex systems of collective cell movement without prior knowledge of the cellular machinery and behavioral cues.


Author(s):  
Svetlana A. Kosareva ◽  

The article presents theoretical analysis of the phenomenon of self-organization and its definition and introduces the structural-functional model of pedagogical support for increasing the level of students’ self-organization. It was developed due to the fact that students have well-developed skills of self-organization, since they need to cope with a large amount of autonomous work, and university graduates, since they are required to solve professional problems effectively. The purpose of the study is justification of the content of the model blocks. The hypothesis of the study is that the implementation of the model will provide an increase in the level of students’ self-organization. The model includes the purpose, approaches, principles of teaching, pedagogical conditions, description of teacher and students’ activities, methods, forms and means used in the educational process. The model has criteria, indicators and levels of self-organization as well. The author provides justification for the application of these approaches and principles of teaching, explains the need to create certain pedagogical conditions. Work on increasing the level of students’ self-organization consists of a theoretical and practical part, which correspond to the preparatory and main stages of pedagogical support. Thus, the practical part of the work includes students’ project activities aimed at compiling a textbook, which serves as a basis for training self-organization skills. The control and correction stage is connected with determining the achieved level of self-organization on the basis of its criteria and their indicators. We highlighted and gave a description of three levels of self-organization. The result of the analysis is that students’ level of self-organization becomes higher.


Lab on a Chip ◽  
2020 ◽  
Vol 20 (17) ◽  
pp. 3120-3131
Author(s):  
Tao Sun ◽  
Qing Shi ◽  
Qian Liang ◽  
Yibing Yao ◽  
Huaping Wang ◽  
...  

Construction of vascular smooth muscle-like cellular structures depending on the self-organization of circumferentially oriented mesenchymal stromal cells and perfusion culture.


2002 ◽  
Vol 89 (10) ◽  
Author(s):  
Emmanuel Décavé ◽  
Daniel Garrivier ◽  
Yves Bréchet ◽  
Franz Bruckert ◽  
Bertrand Fourcade

Biosystems ◽  
2013 ◽  
Vol 111 (1) ◽  
pp. 1-10 ◽  
Author(s):  
Paul C.W. Davies ◽  
Elisabeth Rieper ◽  
Jack A. Tuszynski

Sign in / Sign up

Export Citation Format

Share Document