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    Influence of electron-acoustic phonon scattering on intensity power broadening in a coherently driven quantum-dot cavity system

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    We present a quantum optics formalism to study intensity power broadening of a semiconductor quantum dot interacting with an acoustic phonon bath and a high QQ microcavity. Power broadening is investigated using a time-convolutionless master equation in the polaron frame which allows for a nonperturbative treatment of the interaction of the quantum dot with the phonon reservoir. We calculate the full non-Lorentzian photoluminescence (PL) lineshapes and numerically extract the intensity linewidths of the quantum dot exciton and the cavity mode as a function of pump rate and temperature. For increasing field strengths, multiphonon and multiphoton effects are found to be important, even for phonon bath temperatures as low as 4 K. We show that the interaction of the quantum dot with the phonon reservoir introduces pronounced features in the power broadened PL lineshape, enabling one to observe clear signatures of electron-phonon scattering. The PL lineshapes from cavity pumping and exciton pumping are found to be distinctly different, primarily since the latter is excited through the exciton-phonon reservoir. To help explain the underlying physics of phonon scattering on the power broadened lineshape, an effective phonon Lindblad master equation derived from the full time-convolutionless master equation is introduced; we identify and calculate distinct Lindblad scattering contributions from electron-phonon interactions, including effects such as excitation-induced dephasing, incoherent exciton excitation and exciton-cavity feeding. Our effective phonon master equation is shown to reproduce the full intensity PL and the phonon-coupling effects very well, suggesting that its general Lindblad form may find widespread use in semiconductor cavity-QED.Comment: To be published in PR

    Factoring sustainability into the Higher Education product-service system

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    This paper summarises the findings of the first phase of a major study of the environmental impacts of an important service system - higher education (HE). The study assessed three methods of providing HE: conventional campus-based courses and distance/open learning courses using print-based and electronic delivery, with the following key findings. (1) On average, the distance taught Open University (OU) courses involved 90% less energy and CO2 emissions (per unit of study) than the campus based courses, mainly due to reductions in student travel and housing energy consumption, plus scale economies in campus site utilisation. (2) The OU e-learning course had over 20% higher environmental impacts than the print-based OU course, due to higher use of computing, paper consumption for printing web-based material, and extra home heating during Internet access. Programmes to reduce the environmental impacts of HE should be broadened beyond 'greening' the campus and the curriculum to include the impacts of student travel and housing. The study challenges claims that 'de-materialisation' and using ICT to provide services such as HE necessarily reduces environmental impacts. Service system environmental impacts depend mainly on its requirements for transport and a dedicated infrastructure of buildings and equipment. ICT will only benefit the environment if they reduce the service's requirements for these elements
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