The 20m shuttle run test (20mSRT) is applied for assessing cardiorespiratory fitness, and is included in manyfitness test batteries, such as Eurofit, Alpha-fit, FitnessGram, etc.The aim of this study was to validate software, specially designed by us (BeepShuttle Junior), which administersthe 20mSRT, calculates the maximal oxygen uptake (VO2max) in children and adolescents from 6 to 17 years ofage, and classifies them in accordance with comprehensive gender- and age-specific international norms. Thissoftware supports the administration of the 20mSRT with an appropriate animation and audio signals. The mostrecent VO2max reference standards were combined in order to assess cardiorespiratory fitness. The results canbe exported in an Excel compatible CSV file for additional analyses.A total of 63 children (31 girls and 32 boys) from London, aged from 6 to 9, were tested with the BeepShuttleJunior software, which calculated VO2max and percentile scores for each child.The boys performed significantly better than girls in cardiorespiratory fitness (47.7 ± 3.1 vs 45.9 ± 2.2ml/kg/min respectively, p < 0.05), but the mean percentile scores for boys and girls were similar (53.2 ± 23.6and 53.9 ± 22.1 respectively).This software computes the percentile score for the exact age (years, months) and the exact VO2max of eachparticipant by linear interpolation. The individual results and assessments completely matched the interpolatednormative data tables.

This study aimed to investigate the impact of organizational culture on the development of education and social development of the junior high school female students in Tehran have been undertaken. The main purpose of understanding the influence of organizational culture on social development and the secondary objectives include understanding organizational culture and effectiveness: leadership styles, reward systems and components for monitoring social development include: learning, health and safety of students.In this study, the study data were collected through a questionnaire to be discussed. Descriptive of the type of descriptive research, survey and analysis of questionnaires were used to collect information. The population study of about 7,000 teachers, specialists and administrators high schools and school districts in Tehran was intended sample size through Cochran formula with 95% confidence and 5% error, 384, respectively.Statistical data show that sub- hypotheses include significant effect on learning style, health and safety of students (from 74 to 77.5 percent), the impact on learning meaningful for monitoring the health and safety of students (from 83.7 % to 95%), a significant effect award system the learning, health and safety of students (from 79.3 to 92.3 percent), were confirmed. Thus, the main hypothesis (organizational culture has a significant impact on the social development of the female students) Increased the mean total percentage of sub- hypotheses verification (84.6 %) was confirmed.

Introduction Recognizing and addressing students’ needs is a crucial step in designing effective educational programs (Levi, 2010, p. 88). To engage students and meet their requirements, curricula should be adaptable and evolve to align with their interests (Smith, 2009, p. 9). However, Iran's current centralized curriculum system is not adequately preparing students for real-life challenges (Ramzaninejad, Hemtinejad, & Benar, 2003, p. 107), as numerous studies have shown (Javanmard & Pour Garhami, 2014, p. 31; Aminon et al., 2015, p. 1021; Bagheri & Rahimian, 2016, p. 259; Al-Ahmadi & Sharfi Abqa, 2015, p. 111). High school students believe the current program does not meet their needs (Haj Hosseini, Shabeiri, & Farajollahi, 2015, p. 2315; Sarmadi, Ghanbari, & Talebian Sharif, 2018, p. 564), indicating a disconnect between the curriculum and students' and society's needs (Perrota & Keese, 2024, p. 2). Despite this, educational documents emphasize the importance of students being active, influential, and creative individuals who take ownership of their learning (National Curriculum Document, paragraphs 12, 4-3, and 12-8; Education Reform Document, paragraph 1-16). To enhance the education system's effectiveness, it is essential to create content that resonates with students' genuine needs, promote educational equity, and ensure equal access to resources (National Curriculum Document, 2011, p. 1; Education Reform Document, 2011, p. 1). This approach fosters lifelong learning, collaborative education, and a more inclusive environment. By designing flexible frameworks that transcend traditional boundaries, education can overcome time and place constraints, enabling conscious, voluntary, and engaging lifelong learning. Given the significance of understanding students' needs, this study aims to identify these needs and determine what students should be learning. Specifically, this research will evaluate the needs of junior high school students in Mashhad.Research Method This study employs a survey methodology, utilizing a semi-structured questionnaire to gather data. The statistical population consisted of 79,000 junior high school students in Mashhad. The sample size was calculated using the Cochran formula to be 384 students. To select the sample group, four districts of Mashhad were chosen (east District 5, north District 6, west District 4, and south District 3), and then two boys' schools and two girls' schools were selected from each district. Students were randomly selected from these schools to participate in the sample group. A researcher-made questionnaire was designed to determine the basic needs of the junior high school students. The questionnaire consisted of general, demographic, and main questions based on theoretical foundations and research objectives. To establish the reliability of the instrument, 30 junior high school students were initially selected and asked to respond to the questionnaire twice, with a one-month interval. The reliability was then calculated using the correlation between the questions, which was 0.7, indicating suitable reliability. For data analysis, descriptive statistics, one-sample chi-square test, and Friedman test were employed. FindingsThe research findings identified the top ten needs of junior high school students as follows:Introduction to cinema and music (293 responses)Methods for recognizing and analyzing political and social issues (266)Introduction to academic fields and entrance examinations (242)Introduction to famous stories and novels (234)Curricular and extracurricular materials (216)Teaching strategies for dealing with social issues (207)Teaching the art of storytelling (191)Developing problem-solving skills (188)Introducing methods for happiness and vitality (178)Introducing applied sciences, technical, and professional skills (176)In contrast, the least important needs, as perceived by students, were:Education on citizenship rights and duties (77 responses)Moral education (74)Addressing religious questions and doubts (72)Group education and decision-making (70)When categorized, the average ratings of high school students’ needs showed that Scientific and educational materials ranked highest with an average of 5.03, while political materials ranked ninth with an average of 1.459. The remaining needs, in order of importance, were:Religious and moral content with an average of 4.10Spiritual and psychological needs with an average of 2.76Social and cultural needs with an average of 2.35Economic, job, and professional skills with an average of 1.92Recreation and entertainment with an average of 1.97Wellness, health, and safety with an average of 1.90Artistic and literary materials with an average of 1.18The results of the Friedman test indicate a chi-square value of 538.247, significant at a level of less than 0.05 (p < 0.05), demonstrating differences in the importance students attribute to various types of needs (0.001 > p, 5 degrees of freedom, 538.247 = chi-square value). Discussion and ConclusionThe findings indicate that students prioritize scientific and educational needs, followed closely by religious and moral content. The three categories of spiritual and psychological skills, as well as social, cultural, economic, and professional needs, are also important to students. However, entertainment, literary and artistic, health, safety, and political needs are less of a concern for students. The research findings of this study are in line with the research results of Diba Vajari, Hosseinian, and Qaedi (2011), Hamidi (2005), Akbari and Sharifi (2008), and Salimi (2003). The results can be explained by considering the significant impact of media, cultural-social changes, virtual interactions, and the evolving needs, attitudes, lifestyle, and cultural consumption of students. The fluidity and change that occur every three years in the lives of junior high school students necessitate continuous audience analysis for this age group. To cater to the diverse and varied needs of these students, it is essential to address the increasing trend of social harms that affect them at a younger age and extend into adolescence. The sensitivity and importance of the adolescent period, identity issues, independence-seeking, and conflicting attractions and interests during this period make education on topics related to mental and psychological counseling, strengthening resilience and life skills, marriage, and family formation crucial. Curriculum planners and educational content producers should seriously consider these essential needs. Furthermore, given the highly politicized society and the surge of political news and events, students are naturally drawn to these subjects. Developing a suitable program for political education, scientific understanding of issues, and systematic analysis of political matters is a necessity.

The purpose of this paper is to report on a project carried out to evaluate the present status of teaching and learning English in Iranian junior high schools. About 150 teachers and 3000 students of the second and third grades participated in the study. The subjects were selected following a random cluster sampling procedure from the 20 educational districts in Tehran, capital of Iran. The instruments included 10 English achievement tests (5 parallel tests for each level), a 50 item students' attitude questionnaire, a 100 item teachers' proficiency test, and a 226 item teachers' questionnaire (prepared to evaluate their knowledge of English and pedagogy). The instruments were validated through a pilot study before being employed in the project. The findings led to the following conclusions: 1. On the basis of the scores on the tests, both teachers and students demonstrated a reasonable command of English; i.e., the students' mean score was very close to the ideal mean and the teachers' mean score was above the ideal mean. 2. Girls scored higher than boys at both grades and the second grade students outperformed the third graders. The latter result might be attributed to the difference in attitudes of the students in these grades. 3. The teachers had reasonable knowledge of both the English language and concepts in applied linguistics. 4. The analysis of the questionnaires revealed that regarding variables such as age, degree, weekly teaching hours, and the number of students in class, teachers were qualified for and successful in managing the courses. 5. Although girls showed higher instrumental motivation than boys, there was no meaningful relationship between positive attitudes, instrumental or integrative motivations, effort, self confidence, and the students' scores. Of course, as for the teachers, no relationship was found between their attitudes and interests on the one hand, and their knowledge and competence, on the other hand.

With the aim of studying about the Junior high school students' and teachers' points of view in Mehriz town in academic year 2011 on composition course, this research was carried out. The statistical population of the research was consisted of Junior high school students and teachers in Mehriz town. Amongst them, 16 teachers and 282 students were selected thorough relative random sampling. The findings indicated that from the junior high school students' and teachers' viewpoint composition curriculum was very important and no meaningful difference was observed between their attitudes. Concerning different dimensions as purpose, content, educational methods, and method of evaluation, teachers deemed this course appropriate. There was no meaningful difference between teachers' viewpoints based on gender and grade. However, from students’ viewpoints, this course was inappropriate in terms of content and method of evaluation. There was also no meaningful difference between students’ viewpoints based on gender and grade. In terms of content and method of evaluation, the teachers found this course to be performed improperly; whereas, students identified improperly performed dimensions as content, educational methods, and method of evaluation.

Zinc deficiency is a health problem in many communities, especially among adolescents because of pubertal growth sprout. This investigation was carried out to determine the epidemiology of zinc deficiency in junior high school students in Tehran city in 1997. This cross - sectional study was performed on 881 students (452 males and 429 females) with the mean age of 13.2±1.0 yr, who were selected by multistage random sampling method. Plasma, erythrocyte, and hair zinc levels were assayed by flame atomic absorption spectrophotometry. Anthropometric and demographic characteristics were measured and recorded on a questionnaire. Dietary intakes were evaluated by a 24-h recall method. Zinc deficiency was defines as having at least two indices from indices of erythrocyte, plasma, and hair zinc below 10 µg/ml,100  µg/dl,and 125  µg/g of hair, respectively. The results showed that zinc deficiency prevalence was 31.1% (confidence interval: 28-34.4%). Zinc deficiency was 65%, 49%, and 1.3% based on plasma, erythrocyte, and hair zinc levels, respectively. The mean ± SD for plasma, erythrocyte, and hair zinc concentration, height = for -age, as well as weight - for - age Z scores were 95.2±17.7µg/dl,10.3±2.3µg/ml,239.4±54.4µg/g.0.40±0.92. and 0.12±0.91,respectively. As for dietary intake compared with the RDA, 50% ofthe subjects consumed less than 50% oftheir requirement for zinc RDA based on a 24-h dietary recall. Zinc intake in subjects was 7.5±3.7µg,that in boys was higher than in girls. Correlation coefficients between zinc status indices were very weak. There was neither a linear nor nonlinear relationship between biochemical parameters and nutritional zinc intake. It is concluded that almost one - third to one - half of the subjects could be considered zinc deficient.

The present research aims at designing curriculum pattern of citizenship training for students of junior high school. It is an applied research and the method of the study is descriptive. The population of the research consists of all experts' thoughts and reflections about citizenship training and curriculum published through the books, documents, papers, journals, texts and internet sites in developed countries. The researchers' attempts have been devoted to gathering a sample of related material which has been selected and summarized purposefully in order to present the theoretical foundation of this curriculum and its elements (goals, content, method, organizational procedures, and evaluation). The results of the study include the goals and content of the program introduced for the students in an applied form and problem oriented in the context of social activities. The organizational procedures of the given program were posed in the form of related and combined approaches. The method of teaching consisted of: interactive, shared, problem-solving, role play methods. The evaluation methods consisted of measuring the emotional and psychological activities.