Iranian Journal of Ergonomics

Introduction: Academic achievement is one of the main objectives of educational programs and the most important concern of education administrators and families. The education administrators' emphasis on courses other than physical education as a means for the students to get better overall scores results in a general neglect toward physical education or its elimination from curricula due to reasons such as shortage of funds. Physical activity is claimed to affect the structure of the brain and improve memory function and ultimately lead to academic achievement. The purpose of the present review study is to examine the current evidence on the relationship between aerobic fitness and academic achievement.

Materials and Methods: Different articles and papers were accessed through databases and search engines such as ‎Google Scholar‎, PubMed and Elsevier and using keywords such as “academic achievement”, “aerobic fitness” and “memory”. The articles used were published between 1998 and 2014.

Findings: The hippocampus function is an important factor in the consolidation of short-term and long-term memory and is severely affected by neurotransmitters and hormones. Physical activities at an intensity higher than average have a strong effect on the release and regulation of hormones and neurotransmitters and thus improve the memory function indirectly. Studies have shown that physical activity has a positive effect on scores obtained in different courses, particularly in mathematics, through increasing the aerobic capacity.

Conclusion: The aerobic fitness following regular physical activity not only leads to general health and reduces the risk factors of health and the incidence of diseases, but also improves the memory function and ultimately leads to academic achievement through affecting the brain structure physical education courses should therefore be more emphasized at schools.

Background and Objectives: One of the most important causes of industrial incidents, of which 90% is related to human factors, is to refuse to accept errors because of fear of blaming and concealing them. In the present study, the relationship between just culture and safety culture was investigated in one of the industrial sections of Tehran. 
Methods: The research was descriptive-analytic and conducted as a cross-sectional study. Out of 320 a sample of 181 staff who worked at the operational and administrative sections were selected in an accessible manner. The research instruments consisted of questionnaires of personal and occupational information, just culture and safety culture. Data was analyzed using, Pearson correlation coefficient and multivariate regression by SPSS22 software.
Results: The relationship between different dimensions of safety culture and just culture is 0.84 (P<0.001). The power prediction of safety culture is based on different dimensions of the just culture 0.70 (P<0.05). Between different dimensions of safety culture, the level of information exchange, education and management commitment are most closely related to mean of just culture. Also, the level of information exchange is the highest and safety priority shows the least link with the just culture. Therefore, the exchange of information can lead to a continuous improvement of the just culture.
Conclusion: Evaluating the just culture, the safety culture of the employees of the organization can be predicted with a high level of certainty, which shows the direct relationship between the just culture and the safety culture. So, increasing the just culture directly contributes to the development of the safety culture.