• Advances in Energy Research
• /
• v.5 no.2
• /
• pp.107-128
• /
• 2017

Energy is a major component of almost all economic, production, and service activities, and rapid population growth, urbanization and industrialization have led to ever growing demand for energy. Limited energy resources and increasingly evident environmental effects of fossil fuel consumption has led to a growing awareness about the importance of further use of renewable energy sources in the countries energy portfolio. Renewable hydrogen production is a convenient method for storage of unstable renewable energy sources such as wind and solar energy for use in other place or time. In this study, suitability of 25 cities located in Iran's western region for renewable hydrogen production are evaluated by multi-criteria decision making techniques including TOPSIS, VIKOR, ELECTRE, SAW, Fuzzy TOPSIS, and also hybrid ranking techniques. The choice of suitable location for the centralized renewable hydrogen production is associated with various technical, economic, social, geographic, and political criteria. This paper describes the criteria affecting the hydrogen production potential in the study region. Determined criteria are weighted with Shannon entropy method, and Angstrom model and wind power model are used to estimate respectively the solar and wind energy production potential in each city and each month. Assuming the use of proton exchange membrane electrolyzer for hydrogen production, the renewable hydrogen production potential of each city is then estimated based on the obtained wind and solar energy generation potentials. The rankings obtained with MCDMs show that Kermanshah is the best option for renewable hydrogen production, and evaluation of renewable hydrogen production capacities show that Gilangharb has the highest capacity among the studied cities.

• Journal of Korean Home Economics Education Association
• /
• v.17 no.2
• /
• pp.197-219
• /
• 2005

This study attempted, in accordance with the National Educational Curriculum, to develop achievement assessment standards for a course within the field of home economics which has been widely adopted by Korean vocational high schools, namely, the food and nutrition subject. Focus was also placed on strengthening the management of the curriculum for this food and nutrition course, as well as on establishing proper assessment standards by developing model assessment tools which can be used to assess the subject. The results of this study can be summarized as follows : First, based on an analysis of the related literature and materials. the desired notion of the achievement and assessment standards was established, and their significance ascertained the achievement and assessment standards for the food and nutrition course were set and the type of model assessment tool which should be developed, as well as the method in which it should be applied. was established Second. by analyzing the curriculums and the contents of the textbooks used in the food and nutrition subject, the researcher was able to compile the 70 factors which could to be used to develop the achievement and assessments standards, and then classify these into 6 main categories and 32 sub-categories. Based on the characteristics of these factors and learners' academic performance levels the number of factors was expanded to 89 in order to establish the achievement standards. In turn, these achievement standards were used, in accordance with the learners' achievement and teaming activity levels, to develop three different levels of assessment standards. namely, upper, middle, and lower ones. Third. a model assessment tool was developed which could be used by individual school units as a reference in terms of achievement and assessment standards, and that could be modified to meet each school's circumstances. In order to create the model assessment tool a 100-question questionnaire was formulated that contained various types of questions, such as essay, report, theoretical and practical, portfolio, as well as multiple choice-type questions. Lastly, the researcher introduced measures to effectively use the achievement and assessment standards developed for the food and nutrition course, as well as the model assessment tool in school units.