Waste heat recovery plays an important role in energy source management. Organic Rankine Cycle (ORC) can be used to recover low-temperature waste heat. In the present work a sample power plant waste heat was used to operate an ORC. First, two pure working fluids were selected based on their merits. Four possible thermodynamic models were considered in the analysis. They were defined based on where the condenser and evaporator temperatures are located. Four main thermal parameters, evaporator temperature, condenser temperature, degree of superheat and pinch point temperature difference were taken as key parameters. Levelized energy cost values and exergy efficiency were calculated as the optimization criteria. To optimize exergy and economic aspects of the system, Strength Pareto evolutionary algorithm II (SPEA II) was implemented. The Pareto frontier solutions were ordered and chose by TOPSIS. Model 3 outperformed all other models. After evaluating exergy efficiency by mixture mass fraction, R245fa [0.6]/Pentane [0.4] selected as the most efficient working fluid. Finally, every component’s role in determining the levelized energy cost and the exergy efficiency and were discussed. The turbine, condenser and evaporator were found as the costliest components.

Education is the most basic institution in the development process in each country. In other words, if education is dynamic, active, and vibrant in a country, the country will naturally be a growing and developed country. Professional and effective training of professional and effective managers is one of the basic problems, whose successful and effective implementation in an organization requires a set of competencies, skills, abilities, and special characteristics. Competence is a special tool for workforce planning and management. In this regard, much attention to the competency approach stems from the capabilities of the organization. In other words, a successful and effective organization creates and maintains its competitive advantage by developing individuals’ competencies. On the other hand, the competency approach is of great importance in the development of managers as they can develop and improve their performance by adopting such an approach. Accordingly, the present study aimed to investigate the components and characteristics of the professional competency model among educational administrators. The study findings revealed that the most prominent management dimension encompasses supervision and guidance, knowledge management, evaluation, decision-making, and planning. Personality dimension includes ethics, creativity and innovation, communication skills, and negotiation skills. Technological dimension consists of information literacy, application of new technologies in teaching, the use of information and communication technology, and the ability to work in a virtual environment. Educational-research dimension addresses research orientation, applied scientific research, familiarity with teaching methods and techniques, and incentives for employees to teach effectively. This descriptive-analytical study adopted a library technique.

One of the effective organs in implementing economic, social and cultural development policies in each country is the Ministry of Education, which trains specialized and experienced manpower as the basis for the comprehensive development of countries, production of knowledge and research knowledge, and the provision of specialized services by universities and higher education centers. Accordingly, it facilitates sharing knowledge and identifying factors affecting it in the education organization, especially among employees who are the most important elements in any organization. Because it can create an atmosphere full of trust and interaction, the employees can share their knowledge and experiences with each other; hence, it can be an important strength for the education organization as well as society. In this regard, the present study aimed to identify the factors affecting the knowledge sharing model in individual, organizational, environmental, and extra-environmental dimensions among educational staff. The study revealed that the main individual dimension includes enjoyment of knowledge sharing, organizational commitment, specific organizational knowledge, trust, motivation, value of knowledge, and individual and group interactions. Organizational dimension also encompasses organizational culture, documentation development, in-house planning and organizational rewards. The environmental dimension includes technical knowledge, information technology context, knowledge memory upgrading, and economic and social factors. The trans-environmental dimension consists of political and legal factors and international interactions. This descriptive-analytical research used a library technique.