Very Low-Threshold 1.55-μm Dilute-Nitride Lasers

2006 ◽  
Author(s):  
S. Bank ◽  
H. Bae ◽  
L. Goddard ◽  
H. Yuen ◽  
M. Wistey ◽  
...  
Keyword(s):  
Dilute Nitride ◽  
Low Threshold ◽  
Nitride Lasers

Temperature dependencies of annealing behaviors of GaInNAsSb∕GaNAs quantum wells for long wavelength dilute-nitride lasers

2007 ◽  
Vol 90 (23) ◽  
pp. 231119 ◽  
Author(s):  
Hopil P. Bae ◽  
Seth R. Bank ◽  
Homan B. Yuen ◽  
Tomas Sarmiento ◽  
Evan R. Pickett ◽  
...  
Keyword(s):  
Quantum Wells ◽  
Dilute Nitride ◽  
Long Wavelength ◽  
Nitride Lasers

scholarly journals Low-threshold-current-density 1300-nm dilute-nitride quantum well lasers

2002 ◽  
Vol 81 (14) ◽  
pp. 2523-2525 ◽  
Author(s):  
Nelson Tansu ◽  
Nicholas J. Kirsch ◽  
Luke J. Mawst
Keyword(s):  
Quantum Well ◽  
Current Density ◽  
Threshold Current ◽  
Threshold Current Density ◽  
Quantum Well Lasers ◽  
Dilute Nitride ◽  
Low Threshold

Recent Progress on 1.55-$\mu{\hbox {m}}$ Dilute-Nitride Lasers

2007 ◽  
Vol 43 (9) ◽  
pp. 773-785 ◽  
Author(s):  
Seth R. Bank ◽  
Hopil Bae ◽  
Lynford L. Goddard ◽  
Homan B. Yuen ◽  
Mark A. Wistey ◽  
...  
Keyword(s):  
Recent Progress ◽  
Dilute Nitride ◽  
Nitride Lasers

HIGH POWER TYPE-I GASB-BASED LASERS

2006 ◽  
Vol 16 (02) ◽  
pp. 597-605
Author(s):  
G. BELENKY ◽  
L. SHTERENGAS ◽  
J. G. KIM ◽  
R. U. MARTINELLI ◽  
S. SUCHALKIN
Keyword(s):  
Spectral Range ◽  
High Power ◽  
Room Temperature ◽  
Type I ◽  
Dilute Nitride ◽  
Power Performance ◽  
Low Threshold ◽  
Linear Laser ◽  
Fundamental Limitation

Challenges and limitations in development of the mid-infrared room temperature CW operated diode lasers with wavelength longer than 2 μm are discussed. The major breakthrough in terms of high power performance in this spectral range was achieved with type-I true quaternary InGaAsSb heavily compressively strained QW GaSb -based lasers. We have demonstrated 1 W CW at 2.5 μm, 500 mW and 160 mW CW at 2.7 and 2.8 μm, respectively. High power 2.3 μm linear laser arrays output 10W CW at room temperature. Experimental results show that there is no fundamental limitation to extend CW RT operating wavelength of these devices to over 3 μm spectral region. It is carrier leakage and material quality issues that limit device performance at wavelength longer than 2.5 μm. The role of Auger recombination is not decisive in type-I MQW GaSb -based lasers. We speculate that it is high differential gain and, as a result, low threshold carrier concentration that can account for muted effect of Auger on type-I GaSb -based laser performance. Dilute-nitride GaSb -based type-I QWs are proposed for development of CW room temperature operated lasers in spectral range 3 - 4 μm.

Low threshold open science

2014 ◽  
Author(s):  
Chris H. J. Hartgerink
Keyword(s):  
Open Science ◽  
Low Threshold

Iberis amara L. desensitizes low-threshold mechano-sensitive afferents of the colon

Planta Medica ◽  
2011 ◽  
Vol 77 (12) ◽  
Author(s):  
S Mittler ◽  
MH Müller ◽  
MS Kasparek ◽  
O Kelber ◽  
D Weiser ◽  
...  
Keyword(s):  
Iberis Amara ◽  
Low Threshold

Sans Souci and the Pedagogical Experience

2011 ◽  
Vol 4 (1) ◽  
pp. 93-109 ◽  
Author(s):  
Anne Reinertsen
Keyword(s):  
Critical Thinking ◽  
Student Teachers ◽  
Modern Society ◽  
Modern School ◽  
Low Threshold ◽  
Scientific Competence

This is about the pedagogical experience ahead of or beyond any pedagogical activity or action. It is therefore about perfectibility and/or dealing with something both theoretically and existentially. It is about inclusion and dialogue, but in an indirect manner, and school as a low threshold institution: heterogeneity, pluralism and multiculturalism as the primary characteristics of a modern school in a modern society. This makes school an institution important to life and knowledge. The need for a pedagogy created through a strong scientific orientation through practice or as I prefer; realism, urgent: Pedagogy framed by a good, relevant and strong understanding of context. This makes demands on teachers' competence. It demands more than possessing pedagogical scientific competence. A certain extent of double(d) competence and more is demanded both about what happens in science and about what happens in society and openness always through language and critical thinking or philosophy. This is about becoming teacher in/and for the fractured future and about what we might “give” (student) teachers in addition.

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