| 1. |
- Allwood, Jens, 1947, et al.
(författare)
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Kognitiva funktioner hos barn med autism
- 2012
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Ingår i: Kognitionsvetenskap / redaktörer: Jens Allwood, Mikael Jensen. - Lund : Studentlitteratur. - 9789144051666 ; , s. 369-382
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Bokkapitel (refereegranskat)
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| 2. |
- Gulz, Agneta, et al.
(författare)
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Lärande och kognition
- 2012
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Ingår i: Kognitionsvetenskap. - Lund : Studentlitteratur. - 9789144051666
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Ivković-Jensen, Maja M., et al.
(författare)
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Comparing the rates and the activation parameters for the forward reaction between the triplet state of zinc cytochrome c and cupriplastocyanin and the back reaction between the zinc cytochrome c cation radical and cuproplastocyanin
- 1999
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Ingår i: Biochemistry. - : American Chemical Society (ACS). - 0006-2960 .- 1520-4995. ; 38:5, s. 1589-1597
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Tidskriftsartikel (refereegranskat)abstract
- This is a comparative study of the photoinduced (so-called forward) electron-transfer reaction 3Zncyt/pc(II) --> Zncyt+/pc(I), between the triplet state of zinc cytochrome c (3Zncyt) and cupriplastocyanin [pc(II)], and the thermal (so-called back) electron-transfer reaction Zncyt+/pc(I) --> Zncyt/pc(II), between the cation (radical) of zinc cytochrome c (Zncyt+) and cuproplastocyanin [pc(I)], which follows it. Both reactions occur between associated (docked) reactants, and the respective unimolecular rate constants are kF and kB. Our previous studies showed that the forward reaction is gated by a rearrangement of the diprotein complex. Now we examine the back reaction and complare the two. We study the effects of temperature (in the range 273.3-302.9 K) and viscosity (in the range 1.00-17.4 cP) on the rate constants and determine enthalpies (DeltaH), entropies (DeltaS), and free energies (DeltaG) of activation. We compare wild-type spinach plastocyanin, the single mutants Tyr83Leu and Glu59Lys, and the double mutant Glu59Lys/Glu60Gln. The rate constant kB for wild-type spinach plastocyanin and its mutants markedly depends on viscosity, an indication that the back reaction is also gated. The activation parameters DeltaH and DeltaS show that the forward and back reactions have similar mechanisms, involving a rearrangement of the diprotein complex from the initial binding configuration to the reactive configuration. The rearrangements of the complexes 3Zncyt/pc(II) and Zncyt+/pc(I) that gate their respective reactions are similar but not identical. Since the back reaction of all plastocyanin variants is faster than the forward reaction, the difference in free energy between the docking and the reactive configuration is smaller for the back reaction than for the forward reaction. This difference is explained by the change in the electrostatic potential on the plastocyanin surface as Cu(II) is reduced to Cu(I). It is the smaller DeltaH that makes DeltaG smaller for the back reaction than for the forward reaction.
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| 4. |
- Ivković-Jensen, Maja M., et al.
(författare)
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Effects of single and double mutations in plastocyanin on the rate constant and activation parameters for the rearrangement gating the electron-transfer reaction between the triplet state of zinc cytochrome c and cupriplastocyanin
- 1998
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Ingår i: Biochemistry. - : American Chemical Society (ACS). - 0006-2960 .- 1520-4995. ; 37:26, s. 9557-9569
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Tidskriftsartikel (refereegranskat)abstract
- The unimolecular rate constant for the photoinduced electron-transfer reaction 3Zncyt/pc(II) --> Zncyt+/pc(I) within the electrostatic complex of zinc cytochrome c and spinach cupriplastocyanin is kF. We report the effects on kF of the following factors, all at pH 7.0: 12 single mutations on the plastocyanin surface (Leu12Asn, Leu12Glu, Leu12Lys, Asp42Asn, Asp42Lys, Glu43Asn, Glu59Gln, Glu59Lys, Glu60Gln, Glu60Lys, Gln88Glu, and Gln88Lys), the double mutation Glu59Lys/Glu60Gln, temperature (in the range 273.3-302.9 K), and solution viscosity (in the range 1. 00-116.0 cP) at 283.2 and 293.2 K. We also report the effects of the plastocyanin mutations on the association constant (Ka) and the corresponding free energy of association (DeltaGa) with zinc cytochrome c at 298.2 K. Dependence of kF on temperature yielded the activation parameters DeltaH, DeltaS, and DeltaG. Dependence of kF on solution viscosity yielded the protein friction and confirmed the DeltaG values determined from the temperature dependence. The aforementioned intracomplex reaction is not a simple electron-transfer reaction because donor-acceptor electronic coupling (HAB) and reorganizational energy (lambda), obtained by fitting of the temperature dependence of kF to the Marcus equation, deviate from the expectations based on precedents and because kF greatly depends on viscosity. This last dependence and the fact that certain mutations affect Ka but not kF are two lines of evidence against the mechanism in which the electron-transfer step is coupled with the faster, but thermodynamically unfavorable, rearrangement step. The electron-transfer reaction is gated by the slower, and thus rate determining, structural rearrangement of the diprotein complex; the rate constant kF corresponds to this rearrangement. Isokinetic correlation of DeltaH and DeltaS parameters and Coulombic energies of the various configurations of the Zncyt/pc(II) complex consistently show that the rearrangement is a facile configurational fluctuation of the associated proteins, qualitatively the same process regardless of the mutations in plastocyanin. Correlation of kF with the orientation of the cupriplastocyanin dipole moment indicates that the reactive configuration of the diprotein complex involves the area near the residue 59, between the upper acidic cluster and the hydrophobic patch. Kinetic effects and noneffects of plastocyanin mutations show that the rearrangement from the initial (docking) configuration, which involves both acidic clusters, to the reactive configuration does not involve the lower acidic cluster and the hydrophobic patch but involves the upper acidic cluster and the area near the residue 88.
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| 5. |
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| 6. |
- Jensen, Mikael, 1969
(författare)
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Auditory imagery: A review and challenges ahead.
- 2005
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- This article is a review of the research on auditory imagery during the last three decades. The purpose is to present and summarize the central findings. The research field of auditory imagery is related to research on visual imagery and it is also very close to the field of auditory perception. Though a lot has been done since the 1970s it is still a fairly small field of research, which is a little strange, since both speech and music are central to most of our lives. Relevant research can be found in psychology, neuroscience and cognitive science, which means that today it is possible to get a relatively broad understanding of the phenomenon of auditory imagery. The findings reveal where in the brain auditory perception and auditory imagery probably are processed and show us what areas are common to these processes. They also tell us something about the character of auditory images, and their relationship to working memory. Three major fields will be presented in the review: (1) auditory imagery and environmental sounds, (2) musical imagery, and (3) inner speech (or speech imagery) and subvocalization. The review ends with a discussion and some suggestions for future research that needs to be done.
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| 7. |
- Jensen, Mikael, 1969-
(författare)
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Barn, konflikter och konflikthantering
- 2013
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Ingår i: Barns livsvillkor - i mötet med skola och fritidshem. - Lund : Studentlitteratur. - 9789144090924 ; , s. 173-192
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Bokkapitel (refereegranskat)
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| 8. |
- Jensen, Mikael, 1969
(författare)
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Barn lär av barn i leken
- 2011
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Ingår i: Förskoletidningen. - 1402-7135. ; :2, s. 18-25
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Jensen, Mikael, 1969
(författare)
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Barns och ungas lärande under den fria tiden – dilemmat med att leda den som inte vill bli ledd
- 2024
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Ingår i: Fritidsdidaktiska dilemman. - Stockholm : Natur & Kultur. - 9789127466135 ; , s. 303-317
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Bokkapitel (refereegranskat)abstract
- Fritidshemsverksamheten är en av de pedagogiska verksamheter där individen förväntas ha ett relativt stort inflytande över den egna tiden. Även om begreppet undervisning har letat sig in i denna verksamhet, trots att den ska komplettera skolan och förskoleklassen, så är det en lös beskrivning av undervisning som lämnar många val till ”eleven” själv. Hur ska man då som personal och vuxen leda individer och grupper under sådana villkor?
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| 10. |
- Jensen, Mikael, 1969
(författare)
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Communication competence among leaders – a cultural comparison
- 2016
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Ingår i: NIC 2016, 23rd Nordic Intercultural Communication Conference.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Mike Myatt, leadership advisor to Fortune 500 CEOs and a Forbes columnist, wrote: “It is simply impossible to become a great leader without being a great communicator.” So what does it mean to be a great communicator? What specific communication competences are leaders expected to have and how do they relate to culture? Are the needs and demands universal or culture specific? The communication competence tradition has been around for decades and a lot of focus has been directed towards intercultural competence, but very few have studied communication competence among leaders. The purpose of such investigation is to find out which communication competences a leader is expected to have based on a multicultural group of participants. To achieve the aim of the study a questionnaire was used and distributed to 301 participants from a variety of cultures. On the questionnaire the participants were asked to assess 29 statements on a Likert-scale (1-7) about leader communication competence and agree (1) or disagree (7). The data was analyzed statistically with t-tests. In the analysis the participants were grouped based on cultural similarity (e.g. participants from high context cultures together) and compared with other groups. The top five ranked competences in general are: 1.Clear oral communication 2. Clear instructions 3. Effectiveness 4. Appropriateness 5. Listening (being an attentive, mindful listener that gives feedback) There are no significant differences between cultural groups when it comes to clear oral communication or effectiveness. These are truly the main communication competences that leaders around the world are expected to have. The importance of clear instructions, appropriateness, listening and several other competences differ when comparing some cultural groups. The outcome and meaning of this result, particularly what clarity and effectiveness mean from a cultural point of view, can be discussed.
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