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JLUpub ist das institutionelle Repositorium der Justus-Liebig-Universität.

JLUpub bietet Mitgliedern und Angehörigen der Universität die Möglichkeit neben wissenschaftlichen Dokumenten auch Forschungsdaten elektronisch zu veröffentlichen und dauerhaft zugänglich zu machen. Alle Veröffentlichungen erhalten einen Digital Object Identifier (DOI) und werden über nationale und internationale Bibliothekskataloge sowie Suchmaschinen nachgewiesen und auffindbar.

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    Feasibility Studies towards Accessing Generalised Distribution Amplitudes in Exclusive γ-Meson and γγ Production with PANDA at FAIR
    (2025) Khalid, Faiza
    Understanding the fundamental properties and interactions of the proton remains a central focus in contemporary hadron physics. Its internal structure and the dynamics of hadronic interactions can be explored through exclusive reactions involving antiproton–proton annihilation. This work presents a study of three exclusive channels: $\bar{p}$p → π⁰γ, $\bar{p}$p → π⁰π⁰, and $\bar{p}$p → γγ, with a focus on their potential to probe nucleon structure and reaction dynamics. The studies are performed at four discrete beam momenta of 2.5, 5, 10, and 15 GeV/c. These investigations are carried out in the framework of the PANDA experiment at the upcoming FAIR facility in Darmstadt, which will utilize a high-intensity antiproton beam in the momentum range of 1.5–15 GeV/c. Data samples for both the signal and all relevant background channels were generated and simulated using the PANDARoot framework. This study includes the optimization of the signal-to-background ratio, estimation of count rates, and determination of expected cross sections along with their statistical uncertainties. The results demonstrate that all relevant background channels can be sufficiently suppressed, confirming the feasibility of measuring these reactions at PANDA with sufficient accuracy to significantly advance the understanding of hadron structure in the time-like regime.
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    The EPPO/OLAF compendium of national procedures: Finland
    (2025) Hauck, Pierre; Schneider, Jan-Martin
    This Finnish EPPO/OLAF volume provides comprehensive information for the EPPO/OLAF sector, including case law, legal sources, and relevant organizations. It also summarises the national legislation relating to Finnish EPPO investigations, with a focus on the criminal investigation procedure. The last section deals with investigative missions in connection with OLAF investigations in Finland.
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    The EPPO/OLAF compendium of national procedures: Austria
    (2025) Hauck, Pierre; Schneider, Jan-Martin
    This Austrian EPPO/OLAF volume focuses on EPPO and OLAF investigations, also in relation to national partners. It contains general provisions of the Austrian Code of Criminal Procedure, the Federal Act implementing the European Public Prosecutor’s Office (EPPO-DG) (EUStA-DG EU), customs law and more.
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    WHO treatment guideline for mental disorders
    (2024) Leichsenring, Falk; Abbass, Allan; Fonagy, Peter; Levy, Kenneth N; Lilliengren, Peter; Luyten, Patrick; Midgley, Nick; Milrod, Barbara; Steinert, Christiane
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    Seeing the teacher through my peers' eyes? A social network study on adolescents' teaching quality perceptions
    (2024) Bardach, Lisa; Boda, Zsofia; Neuendorf, Claudia; Wagner, Wolfgang; Davison, Kyle; Trautwein, Ulrich
    Background: Prior research has documented the pervasive influence that peers can exert on adolescents’ lives. However, knowledge on whether adolescents’ perceptions of the quality of the teacher's instruction are also prone to peer influences is lacking. Method: This study (N = 248 German adolescents) used longitudinal social network analysis to investigate whether (a) friends become more similar in their teaching quality perceptions (influence effects) and/or whether (b) students with initially more similar perceptions of teaching quality were more likely to become friends (selection effects). We also explored whether (c) students with more positive teaching quality perceptions were better integrated socially. Results: We did not find support for influence or selection effects. However, students who rated their teacher's instruction more positively were better integrated socially. Conclusions: Our work adds to research on the role of peers in adolescence and enhances our understanding of peer influences on students’ perceptions of instruction.