Base pressure controlled fabrication of high-mobility In2O3 thin film transistors

Transparent amorphous oxide semiconductors (TAOSs) have been extensively studied as active channel layers of thin-film transistors (TFTs) for next-generation flat-panel displays. Among TAOSs, amorphous In–Ga–Zn–O (a-IGZO) TFTs have now become the backplane standard for active-matrix liquid-crystal displays and activematrix organic light-emitting diode displays because of their reasonable field-effect mobility (μFE) of over 10 cm2 V−1 s−1, extremely low leakage current, low process temperature (\u3c350 °C), and large-area scalability [1]. Please click Download on the upper right corner to see the full abstract

An Integrated Approach to Developing Japanese Students' English Presentation and Discussion Skills

We examined the types of difficulties that Japanese high school students have in English presentation and discussion activities. We conducted factor analysis (principal factor method with promax rotation) on the survey data, which was divided into four stages: (1) the presentation preparation stage; (2) the presentation stage; (3) the listening stage; and (4) the discussion stage. The results showed that students had difficulty with the following skills during each of the four stages: (1) "effective ways of providing information," "revision," and "collaborative work" during the presentation preparation stage; (2) "basic presentation skills," "handling questions," and "audience management" during the presentation stage ; (3) "active interaction" and "active understanding" during the listening stage; and (4) "overcoming communication anxiety," "adaptation to classroom activities," "problem solving approach," and "self-relativization" during the discussion stage

An Integrated Approach to Developing Japanese Students' English Presentation and Discussion Skills

We examined the types of difficulties that Japanese high school students have in English presentation and discussion activities. We conducted factor analysis (principal factor method with promax rotation) on the survey data, which was divided into four stages: (1) the presentation preparation stage; (2) the presentation stage; (3) the listening stage; and (4) the discussion stage. The results showed that students had difficulty with the following skills during each of the four stages: (1) "effective ways of providing information," "revision," and "collaborative work" during the presentation preparation stage; (2) "basic presentation skills," "handling questions," and "audience management" during the presentation stage ; (3) "active interaction" and "active understanding' during the listening stage; and (4) "overcoming communication anxiety," "adaptation to classroom activities," "problem solving approach," and "self-relativization" during the discussion stage

Spatially Uniform and Quantitative Surface-Enhanced Raman Scattering under Modal Ultrastrong Coupling Beyond Nanostructure Homogeneity Limits

We developed a substrate that enables highly sensitive and spatially uniform surface-enhanced Raman scattering (SERS). This substrate comprises densely packed gold nanoparticles (d-AuNPs)/titanium dioxide/Au film (d-ATA). The d-ATA substrate demonstrates modal ultrastrong coupling between localized surface plasmon resonances (LSPRs) of AuNPs and Fabry–Pérot nanocavities. d-ATA exhibits a significant enhancement of the near-field intensity, resulting in a 78-fold increase in the SERS signal for crystal violet (CV) compared to that of d-AuNP/TiO2 substrates. Importantly, high sensitivity and a spatially uniform signal intensity can be obtained without precise control of the shape and arrangement of the nanoscale AuNPs, enabling quantitative SERS measurements. Additionally, SERS measurements of rhodamine 6G (R6G) on this substrate under ultralow adsorption conditions (0.6 R6G molecules/AuNP) show a spatial variation in the signal intensity within 3%. These findings suggest that the SERS signal under modal ultrastrong coupling originates from multiple plasmonic particles with quantum coherence

Effects of Small-Group Facilitators on Speaking Performance of Junior High School Students

本研究は，中学生のスピーキング活動におけるファシリテーターの働きに注目し，その発話の特徴とそれが学習者の発話にどのように影響するかについて，日本人英語教員，外国人英語話者および学習者がファシリテーター役を担う小集団を設定し，調査結果を量的・質的に分析することにより，今後のスピーキング指導の在り方の方向性を提案することを目的とした。結果として，日本人英語教員，外国人英語話者ともに学習者への発話量の多さはあるものの，ディスカッションで求められる学習者の思考の深まりを促す働きは確認できなかった。しかし，会話分析から，ファシリテーターの発話の量と質のバランスを工夫することにより，学習者から発話を引き出し，思考の深まりを促すきっかけを与えることができる可能性があることは確認できた。今後は，今回の調査において，発話回数が少なかった「学習者に自信を与える発話」や「思考を深める発話」に焦点を当てた調査・分析を課題としたい。The aim of this research is to propose how the instruction on speaking activities can be effective by focusing on the role of a facilitator. In this research, a Japanese teacher, a foreign language speaker and a junior high school student played the role of the facilitator in a group of junior-high students. The facilitators’ utterances produced in the groups were analyzed by both qualitative and quantitative ways. As a result, the majority of the facilitators succeeded in letting the students speak out, but their work wasn’t sufficient enough to deepen the students’ thoughts. However, this research suggests that the facilitators can help students to speak out and deepen their thoughts by using adequate types of facilitation, which encourages the students to speak out and allows them to deepen their thoughts