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This study aims to present the climate change effect on potential evapotranspiration (ETP) in future periods.

Daily minimum and maximum temperature, solar radiation and precipitation weather parameters have been downscaled by global circulation model (GCM) and Lars-WG outputs. Weather data have been estimated according to the Had-CM3 GCM and by A1B, A2 and B1 scenarios in three periods: 2011-2030, 2045-2046 and 2080-2099. To select the more suitable method for ETP estimation, the Hargreaves-Samani (H-S) method and the Priestly–Taylor (P-T) method have been compared with the Penman-Monteith (P-M) method. Regarding the fact that the H-S method has been in better accordance with the P-M method, ETP in future periods has been estimated by this method for different scenarios.

In all five stations, in all three scenarios and in all three periods, ETP will increase. The highest ETP increase will occur in the A1B scenario and then in the A1 scenario. The lowest increase will occur in the B1 scenario. In the 2020 decade, the highest ETP increase in three scenarios will occur in Khorramabad and then Hamedan. Kermanshah, Sanandaj and Ilam stations come at third to fifth place, respectively, with a close increase in amount. In the 2050 decade, ETP increase percentages in all scenarios are close to each other in all the five stations. In the 2080 decade, ETP increase percentages in all scenarios will be close to each other in four stations, namely, Kermanshah, Sanandaj, Khorramabad and Hamedan, and Ilam station will have a higher increase compared with the other four stations.

Meanwhile, the highest ETP increase will occur in hot months of the year, which are significant with regard to irrigation and water resources.

Education is a human right and access to high quality education is key to sustainable socioeconomic development. Improving the quality of higher education institutes is essential for generating the productive human resources. Assessing the quality of higher education from the students’ perspective can be considered a crucial factor in the monitoring of service quality in universities. The purpose of this paper is to evaluate the quality of educational services in a higher education institute, the Kermanshah University of Medical Sciences (KUMS), in the west of Iran.

A multistage sampling method was used to select 346 students from the KUMS, who were enrolled in the second semester of the academic year 2015-2016. The SERVQUAL questionnaire was used to gather data on students’ perceptions and their expectations about the quality of educational services. The authors used a statistical significance level of 0.05 to examine the gap between the students’ expectations and their perceptions of service quality in five dimensions, namely tangibles, responsiveness, reliability, empathy and assurance.

The results showed that there was a negative service quality gap in all five dimensions. The overall mean score of students’ expectations and their perceptions was 3.19±0.44 and 2.4±0.45, respectively. The score gap between the overall mean score of perceptions and expectations of students was −0.79, which was statistically significant (p<0.0001). The highest and lowest quality gaps were related to the assurance (−0.84) and tangible (−0.70) dimensions, respectively.

The study indicated that the quality of educational services provided in the KUMS did not meet students’ expectations in five dimensions of service quality. Thus, it warrants further investigations to determine how to improve the quality of educational services in higher education institutes such as the KUMS.