The EuPRAXIA project aims at designing the world's first accelerator based on advanced plasma-wakefield techniques to deliver 5 GeV electron beams that simultaneously have high charge, low emittance and low energy spread, which are required for applications by future user communities. Meeting this challenging objective will only be possible through dedicated effort. Many injection/acceleration schemes and techniques have been explored by means of thorough simulations in more than ten European research institutes. This enables selection of the most appropriate methods for solving each particular problem. The specific challenge of generating, extracting and transporting high charge beams, while maintaining the high quality needed for user applications, are being tackled using innovative approaches. This article highlights preliminary results obtained by the EuPRAXIA collaboration, which also exhibit the required laser and plasma parameters.
УводПисање, као вештина којом овладавају деца током основношколског периода, представља активност која захтева интеграцију и координисано деловање моторич-ког и когнитивног система. Дефинише се као "способност да се копирају слова или бројеви у одређеном времену и форми" (Ashiani et al., 2014(Ashiani et al., : 1681, а стиче се визу-елно-моторним перципирањем графема које се вежбањем аутоматизују, па писање 1
Working memory is an important factor that accounts for individual
differences in mathematics achievement among children. A specific component
of working memory is the visuospatial working memory, responsible for
maintenance and processing of visual and spatial information significant for
successful task completion. This research was aimed at examining whether
there is a link between visuospatial working memory and the level of
acquisition of mathematical skills. The research was conducted in primary
schools in Belgrade in the second academic term of the year 2016. The sample
included 103 students of both genders, aged 9 to 10. In order to assess the
visuospatial working memory we used the Houses Recognition test and the
Jigsaw Puzzle task. Bearing in mind the results of the Neuropsychological
Test Battery for Number Processing and Calculation in Children, a group of
children with learning difficulties in mathematics was formed. The results
indicated that the capacity of visuospatial working memory was directly
proportional to the results of the test of mathematical skills. The analysis
of the results of mathematical skills has shown that there was a significant
correlation between the children with difficulties and those without
difficulties in learning mathematics (p<0.05). Furthermore, there is a
difference between these two groups at the level of both active and passive
visuospatial working memory, with the better results achieved by the students
with no learning difficulties in mathematics. Visuospatial working memory is
very significant for the acquisition of mathematical skills and achievement
in mathematics.
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