curriculum design is one of the main parts of the process of teaching and learning in education. In fact, the null curriculum refers to the deleted and ignored parts of a curriculum. In this study, we tried to analyze the null curriculum and identify the factors that led to the null curriculum at schools. The null curriculum occurs in three levels: Some parts of the content of textbooks are deleted or added by policy makers, writers or politicians, due to the mismatch between the needs of students and society. Some parts of the content of the curriculum are neglected by staff and teachers in schools. Finally, some parts of the content of textbooks are omitted by the students that not connected with their real life. The main objective of this research is to provide a theoretical perspective on the three levels of the null curriculum based on governing system in society, schools and students. Finally, we propose some solutions to prevent of null content in the planning or execution of curriculum.

One type of null curriculum is the one being affected by the writers> personal feelings, attitudes or a lack of required skills in developing desired curriculum. Given the importance of Farsi in the first grade of elementary school which has a key role for the students to enter new educational system, this study examined the objectives of Farsi textbooks. The methodology of content analysis was used in this study. The results show that 22.29% in 1381 and 9.02% in 1382 of the objectives first grade had no corresponding content.

The null curriculum is the most important concept in the curriculum that was first proposed by Eisner (1979). Eisner emphasized the omissions of the curriculum as the null curriculum and ignored the rest of its dimensions. The purpose of this study was to identify the nature of the curriculum, types, dimensions, levels, and its consequences using the method of document research and study and analysis of research conducted in this field. The results of this study showed that the null curriculum is a concept beyond the null curriculum considered by Eisner, and in addition to the omissions of the curriculum, it includes items that, with their presence, create shortcomings in the education of learners. According to the new perspective, seven types of null curricula were identified: "neglected, omitted, demoded, distorted, sterilized, Overused and, prohibited were formed, which can occur intentionally or unintentionally during the design, implementation or learning of the curriculum. They cause defects and deficiencies in the field of learning the knowledge, value and skills required by learners and leave unpleasant personal and social effects and consequences.

This study aimed to analyze the null education of entrepreneurial competencies in the curriculum of SBM. The statistical society consisted Entrepreneurs and all curriculum syllabus of SBM Discipline Approved by Ministry of Science, Research and Technology of Iran 2020-2021. To select them, the purposive sampling method in the entrepreneurs section and census sampling method in the curriculum syllabus for Small Business Management were used. In this study the research tool was a semi-structured interview and a content analysis checklist of entrepreneurial competencies. The results of interview led to the extraction of six main categories and 44 sub-categories of entrepreneurial competencies: entrepreneurial knowledge (8 sub-components), entrepreneurial awareness (7 sub-components), entrepreneurial attitudes (12 sub-components), entrepreneurial opportunity (4 sub-components), managerial entrepreneurial (9 sub-components) and entrepreneurial social capital (4 sub-components). The results of content analysis indicated that presence of entrepreneurial competencies among the curriculum syllabus is neglected in the SBM Discipline. Also, the curriculum syllabus of managerial entrepreneurial competencies are the highest and the entrepreneurial social competencies are the lowest. Therefore, the curriculum syllabus of SBM as a major of study must be reviewed with the absence of entrepreneurial competencies.

Formal education curriculum, in every society, has to foster the physical, mental, emotional, intellectual, moral, and social development of the students. However, the curriculum of secondary education in Iran, suggests the null nutritional education. The aim of this study was to analyze the null nutritional literacy curriculum in secondary education. The research method was survey. The population was all male and female high school students in Yazd (2140 students). Through Cochran formula and random sampling method, 325 students were selected as the sample. The instrument was a standard questionnaire that assessed nutritional literacy (in terms of attitude, skills, knowledge and resources). Its validity and reliability were confirmed. For data analysis, descriptive statistics and independent t-test were used. The results showed that the dimensions of nutrition literacy for both boys and girls were weak. The girls had simpler approach to breakfast comparing with the boys. In the area of nutritional practice, the boys compared to the girls, had more bad habits about salt consumption, but consumption of dairy products was better in them. In addition, the desirability of height and weight in both groups was not satisfactory. In the area of nutritional awareness, girls and boys were aware. Using the chi-square test, the results showed very limited sources for girls, where as the boys had gotten their nutritional information from a variety of sources such as textbooks, network relatives, and friends. The findings illustrate the need to review school curricula in order to promote nutritional literacy and behaviors in adolescent students.

Known as what educational contexts do not teach, null curriculum has been considered one of the most significant types of curricula due to its absence, being left out or overlooked. This non-existent curriculum brings an important theoretical tool to the field of curriculum development for the idea that something which is not offered to students has an educational significance and effect. To follow the purpose of the study which is teachers' perspectives on the null curriculum at the BA level, 300 university instructors were selected to participate in this study. To answer the research questions various statistical methods (one-way ANOVA, independent sample t-test, Confirmatory Factor Analysis and Scheffe’s test) have been utilized. Results of this quantitative study revealed that among the sub-constructs of the 21st century, critical thinking, collaboration skills, creativity and innovation skills, self-direction skills, technological literacy, global and local connection skills, economic and financial literacy, business and entrepreneurial literacy and media literacy should be considered as aspects of the null curriculum in TEFL curriculum in BA level in Iran, and they should be added to the present curriculum,however, communication skills are not regarded as aspects of null. In addition, Iranian EFL university instructors’ ratings on different components of 21st-century skills as one aspect of the null curriculum significantly differed. Finally, a model was proposed to describe the relationship between the ratings of the components of 21st-century skills as one aspect of the null curriculum by Iranian EFL university instructors. The findings of the present study can help to a better understanding of the ELT curriculum, aspects of the null curriculum, and 21st-century skills in the Iranian context.

Introduction: The aim of the present study was to investigate the hidden and null curriculum in medical sciences in order to design a practical model according to the packages of the transformation and innovation plan "Case Study of Mashhad University of Medical Sciences". Materials & Methods: This qualitative research was a conducted by Granheim and Landman method in three steps include: 1-Semi-structured individual interviews with faculty, administrative staff in educational affairs and medical students in different basic and clinic courses, 2-two group interviews 3-assessing the content of some parts of all medical students logbook include Experiences, criticisms and suggestions from attending in different wards of the hospital and clinical training. . Results: After analyzing individual interviews with professors and educational experts, the results showed that the hidden dimensions in the medical curriculum include 17 floors and 79 main codes and its neglected dimensions, including 9 floors and 43 main codes and from analyzing the lived experiences of students in The format of individual, group interviews and analysis of medical records, hidden and null dimensions of the curriculum, based on the design indicators in Mashhad University of Medical Sciences, 11 floors and 80 curricula were obtained, based on which, the design of the curriculum model According to the packages of the transformation and innovation plan. The validity of the model was confirmed by the opinion of the elites. Conclusion: In this study, we analyzed the hidden and null curriculum in medical sciences in order to design a practical model according to the "transformation and innovation plan" packages, which finally designed and presented the proposed model with 4 general themes and 24 floors.

The aim of the current research was to identify the characteristics of the four elements in order to provide a problem-oriented curriculum model in the elementary school mathematics course. There were 19 participants and the sampling was done purposefully. The data collection tools are semi-structured interviews and questionnaires. The problem-oriented curriculum template was designed using the characteristics of the elements and with the method of qualitative content analysis in the elementary school mathematics course. The identified features were validated by fuzzy Delphi method and Shannon's entropy method was used for data processing. Based on the results of the analysis, 7 main categories including the characteristics of goals at three levels of cognitive, attitudinal, skill, content, evaluation, teaching-learning strategy and 46 sub-categories were identified.                                                                                                                                                                In the fuzzy Delphi section, all features were confirmed by obtaining a de-fuzzified value greater than 0.7. The results of Shannon's entropy determined that the characteristics of starting teaching with a challenging question, creating a suitable educational environment, continuously monitoring the quality of learning strategies and communicating with students' talents have attracted the most attention and obtained the highest ranks and had a higher importance factor than other characteristics

Background and Objectives: Rh blood group system is one of the complex systems of blood groups and composed of nearly 50 antigens. The two gens of Rh D and Rh CE are responsible for coding of Rh system. Rh null genotype does not express any of these antigens. The prevalence of phenotype Rh null is 1 person per every 6×106 individuals and it is rather difficult to find compatible blood for the recipients in need. However, as there are probably members with similar characteristics in a given family, it would be plausible to diagnose the phenotype in family members to prepare compatible blood in time of need.Case: In 2014, a 39-year-old negative female patient with hemolytic anemia referred to BoAli Hospital in Qazvin. Her sample, due to incompatibility in cross matching was further tested and her Rh null group was determined.Conclusions: This case was identified by antibody screening tests and the subsequent determination of Rh antigen phenotype. After checking other family members, her brother was identified as the second Rh null group case in the country.

The aim of this study was to analyze the sex education curriculum for male students at junior high school and to examine the null curriculum at this stage. To do so, semi-structured interviews as well as available documents in the very schools had been utilized. What being indicated from the findings was that the educational system could not fulfill the needs of the students in this regard. To determine the necessary subjects in this area, the previous studies and the experts' opinions were reviewed. Then, a researcher-made questionnaire was distributed amongst a number of faculty members of the departments of educational science, psychology and counseling at Isfahan and Shahed universities to determine the degree of the importance of the subjects listed in the questioner. With regard to standards based on what have been done in educational organizations, the prevailing conditions and the ideal one were compared. The Findings showed that most of the areas had been neglected.