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ScAlMgO4 (SAM) substrates have a trigonal structure with high cleavability in the c-plane. Because this substrate can be easily cleaved, gallium oxide (Ga2O3) can be grown on the SAM substrate, and the difficulty in the heat dissipation of Ga2O3 may be solved. Therefore, in this study, we performed Ga2O3 growth on a SAM substrate using mist-chemical vapor deposition. When the growth temperature was varied at 500 °C, 600 °C, and 700 °C, ε-Ga2O3(004) grew dominantly, and the crystallinity improved with increasing temperature. Moreover, the grown ε-Ga2O3 had orthorhombic structure and formed rotational domains. Furthermore, a phase transition to β-Ga2O3 was achieved by annealing the resulting ε-Ga2O3 on the SAM substrates. We also succeeded in separating the SAM substrates on which the Ga2O3 thin films were grown.

Through advising in language learning, this study describes two Japanese secondary school students’ (Ai and Yu: both pseudonyms) longitudinal trajectories of socioculturally mediated emotions in four dimensions. To investigate types of emotions, the research integrates multiple qualitative methods and Plutchik’s wheel of emotions, thus acknowledging both contextually complex and longitudinally dynamic aspects of emotions. Throughout a year of 19 advisory sessions, the amount of time spent was 1,263 minutes (Ai’s 12 sessions = 891 minutes; Yu’s 7 sessions = 372 minutes), and the number of emotional incidences identified was 358 (201 for Ai; 157 for Yu). Among multiple findings, the most notable was that both participants experienced convergence of emotions: the one process from diversified to less diversified emotions was caused by longitudinal dynamics of emotions in Ai’s case and by contextual complexity of emotions in Yu’s case. The study concludes by suggesting a tentative four-dimensional model of emotions to capture trajectories of advisees’ emotions from multiple perspectives. This model can help advisors to understand advisees’ emotionality and, therefore, to implement emotional support appropriately and continuously.

Although characteristics of academic lectures in English-medium instruction (EMI) are well-documented within the framework of the functional and/or corpus-based approach, they have not been studied in terms of how they are affected by the classroom context; therefore, our study explores how similarly and/or differently instructors deliver their EMI lectures, considering the environment each instructor is put in. We video-recorded the lectures of three content professors for a total of about 180 minutes while observing and taking field notes of each class. We applied thematic analysis with no pre-determined framework and divided each instructor’s discourse into several categories in an inductive way. Our findings show that the instructors’ speech rate and their discourse organization varied greatly depending on the overall context, and that no general discourse patterns were observed. We suggest that the characteristics of EMI lectures be identified not only linguistically but also holistically, considering the classroom context.