Various approaches are used in performing a scientific research. Interventionist approach is one of the most innovative and popular research methods that has recently been considered by accounting researchers. However, accounting researchers do not have enough knowledge and perception about this kind of research approach. Accordingly, in the present research as by conceptualizing " Interventionist research, we tried to answer the following questions ": 1) what does the Interventionist researcher do exactly in this field? What is the role of the Interventionist approach in accounting research? 3) What is the purpose of the Emic & Etic in this approach? And at the end, what is the future of Interventionist approach in accounting research? The results showed that the research has created a new application knowledge and its purpose is to generate new knowledge through communication and collaboration between accounting researchers and accountants (profession members); in other words, in an Interventionist research, the researcher needs to break the boundary between external and internal perspectives and move between the of emic and etic domains. It is therefore expected that accounting researchers will have professional skills to apply an intervention approach to their research.

This article provides a review of managerialist studies in management accounting, as presented in leading accounting journals within 1990-2014. The review covers both interventionist and non-interventionist studies in which at least one of the aims is to directly support or help organizational decision-making and control. Non-interventionist research reviewed is descriptive or conceptual in nature, or develops models, algorithms or frameworks of managerial relevance. Interventionist research reviewed covers both traditional action research as well as studies applying constructive research approach. Contribution of various strands of managerialist research is assessed and the potential of this kind of research in management accounting for the future is discussed. This review can increase the chance of publishing papers in valid journals

America considers itself the defender of human rights and has justified its interventionist policies of the last few decades with titles such as the protection of human rights in the Middle East region. However, it seems that these interventionist policies in the Middle East region cannot be justified only by the Western narrative and the use of extensive propaganda to defend the correct interventionist actions because there are truths related to human rights violations in the Middle East by America that are not often said; Therefore, the need for a detailed examination and analysis of this category caused the present research to try to analyze the human rights situation in the Middle East in the light of American interventionist policies in the Middle East region from 2001 onwards with a more detailed analysis. The research is descriptive-analytical and collected with library documents.The research studies finally showed that the US interventionist policies have led to the strengthening of human rights violations in the Middle East. The findings indicate that the actions of the United States have resulted in many cases of human rights violations in the shadow of the spread of insecurity in the Middle East region, the flow of weapons, the deaths and displacement of millions of people, and the support of crimes against human rights by regional allies.

This study aimed to investigate how the teacher classroom management styles may affect on student’s metacognitive skills. Three teacher’s classroom management styles(non-interventionist, interventionist and interactionalist) were being compared in their possible effects on the fifth grade students’ metacognitive skills. Data were collected from a total of 307 students via the self- report inventory (Sperling & etc, 2001) and from a total of 60 teachers via the classroom management styles inventory. The results showed that teachers with an interactionalist management style had students with more developed metacognitive skills than those with the non-interventionist, interventionist styles.

This study aims at The Comparison of classroom Methods on Metacognitive Strategic Skills, Emotional Dyslexia of Iranian and Non-Iranian Students.The study population included all Iranian and foreign students who studied at Shiraz University in 2016-17 academic year. Across various faculties of the university, random cluster sampling was used to select 120 Iranian students and 120 non- Iranian students as participants from among 700 students through Krejcie and Morgan sample size table. A researcher made questionnaire was used to collect data on class management methods. Springer’s self-report questionnaire was used to collect data on metacognitive strategic skills. Its validity was examined by a panel of experts and its reliability was calculated by Cronbach’s Alpha. The data were analyzed through ANOVA, Spearman correlation, and independent samples t-test. Findings showed that there was a significant difference between the two groups (Iranian and foreign students) with regard to class management methods (interventionist, interactive, non-interventionist). In comparison to foreign students, the class management methods were at a higher level among Iranian students. Among Iranian students, the interactive class management method had the highest mean and the non-interventionist class management method had the lowest mean. Among foreign students, the interactive class management method had the highest mean and the interventionist class management method had the lowest mean. Extended Abstract:Teachers influence students' cognitive skills based on the type of classroom management style. And the most basic tool for learning a new language is reading and understanding (Sun, 2009). Education and training of motivated and self-motivated active readers is one of the main goals of reading and learning programs at the academic level (Pintrich, Marx, & Boyle, 1993).
This study aims at comparing the class management methods on dyslexia emotional, metacognitive strategic skills in Iranian and foreign students. The statistical population included all Iranian and foreign students in Shiraz University who studied there at 2016-17 academic year. Among 700 students, 120 Iranian students and 120 foreign students were selected through random cluster sampling. The way for gathering information in the class management method was a researcher made questionnaire and for the variable of metacognitive strategic skills the self-report questionnaire of Sperling was used. Its validity was examined by a panel of experts and its reliability was calculated by Cronbach’s Alpha. The data were analyzed via ANOVA, Spearman correlation, and independent samples t-test. Martin and Baldvin (1993) proposed a simple and comprehensive definition for the classroom management concept. According to this definition, classroom management is a multi-dimensional structure which encompasses three broad dimensions: personality, teaching, and discipline. What has attracted the attention of scholars in classroom management methods is the difference in the methods of classroom management. Classroom management by teachers has different methods. The most important styles are non-interventionist, interventionist, and interactive methods. The study used a survey based method. Since there was no experimental or interventional manipulation in this study, this research was descriptive and in terms of purpose, was among applied research. The research population consisted of foreign and Iranian students who studied at Shiraz University at 2016-17 academic year. Random cluster sampling was used for participant selection and two questionnaires were used to collect data. Management involved the skills of people in three aspects of humanity, technical and perceptual skills that cannot be achieved without individual experiences, a great deal of insight, and spending a long time. According to the interactive classroom management approach, classroom issues are resolved through negotiation and rational reasoning with students. Based on the theory of social learning, the two-way communication between the individual and the environment and its effects will lead to the acceptance of responsibility for learning behavior and student growth. In such a classroom, discipline and control are created in an interactive process between teachers and students, and students contribute to the planning and organization of the classroom. Wening (2014)reported that when there is more control in the classroom management and less interaction between teachers and students, the students will be irresponsible and inactive in social interactions. The results showed that in the descriptive indices of Iranian students' classroom management styles, the interactive class management style (38.98) had the highest average and the non-interfering class management style (27.89) had the lowest average, and the foreign students had the most interactive class management style (34.54). Intervention class management (23.45) is the lowest average.The findings indicate that there is a significant difference between the two groups (foreign and Iranian students) in the management styles of the classroom (interventionist, interactive and non-interventionist). Class management styles (interventionist, interactive and non-interventionist) are high among Iranian students. Also, from the perspective of (Iranian-foreign) students of Shiraz University in the field of classroom management style in three domains (non-interventionist, interventionist, interactive) among Iranian students, the interactive oriented classroom management style had the highest average and the non-intervention class management style had the lowest average and the international students Interaction-oriented class management style The highest mean of interventionist class management style belonged to the lowest mean.
 Findings showed that class management methods (interventionist, interactive, non-interventionist) in two groups of Iranian and foreign students had a significant difference. The methods of class management were in higher level among Iranian students. Among Iranian students, interactive method had the highest mean and the non-interventionist method had the lowest mean. Among foreign students, the interactive method had the highest mean and the interventionist method had the lowest mean.Finally, based on the results of independent t-test with the mean of Iranian and international students (3.83, 3.91) and t (4.41) Significance level 0.04 of classroom management styles (interactive, non-interfering, interactive) for Iranian students, more than students External influences on metacognitive strategic skills. Also the effect of classroom management styles (interactive, non-interfering, interactive) on students' dyslexic emotional skills based on the results of t-test Independent with the mean of Iranian and international students with mean of 4.21 and 4.08 and t value of 5.98 which is significant at 0.01 level. Iranian students are more likely than foreign students.

Geopolitical character of Caspian basin as well as opposing views among coastline actors, stemming from post-Soviet developments, have paved the way for the interventionist and peripheral actors to hold their influence over the basin. As an important part of Caspian geopolitical system, thus, the interventionist and peripheral actors are increasing their influence over the basin, through politico-security relations with coastline actors. Meanwhile, actors such as USA, European Union, Israel and China, being in the interventionist circle, as well as countries like Turkey, Georgia, Uzbekistan, Armenia and Afghanistan, being in the Caspian peripheral circle, might impact the mutual relations among each other or relations among the coastline actors. This survey is based on the question how the geostrategy of interventionist and peripheral actors in the Caspian basin may impact the I.R.I national security. The hypothesis is that the interventionist and peripheral actors, through developing military-security relations with the coastline actors play a part in militarizing the basin and will challenge the I.R.I national security. Here the method is a descriptive-analytical one, and through data collecting methods like library research and internet surfing, this article examines the security-military attitudes and measures of four main interventionist actors and five peripheral countries in the Caspian basin and their impact on I.R.I national security.

This study aimed to investigate relationship of students’ locus of control and their tendencies to types of discipline styles of schools teachers. Statistical population was all first grade students of high schools in the 1 district. The sample was comprised of 351 students، was chosen by Random- classified- clustering method. The used method of research was a descriptive- correlative one. The research instruments were 1) a researcher made questionnaire on discipline styles and 2) a questionnaire on locus of control. For statistical analysis، a Correlation test of Pearson، stepwise regression analysis and independent t-test were used. Results showed that there was a significant and positive correlation between students’ locus of control and their tendencies to interactions and non-interventionist discipline styles. A stepwise regression analysis showed that interactions discipline style was the strongest predictor of students’ locus of control. Data was analyzed employing independent t test showed that there are significant differences because of students'' gender in their tendencies to interventionist and their interactionist discipline styles and also their locus of control، but there is no significant difference because of students'' gender، between their tendencies to non-interventionist discipline style.

professors as main axis of education, try to transfer the materials to the learners intelligibly. In this regards, the most important activity is classroom management and adopting a desirable behavior along with good relationship with the students. This research tries to study classroom management of professors in Birjand University of Medical Sciences from students’ viewpoint.
This is a descriptive, cross-sectional study in which the population consisted of all the students in Birjand University of Medical Sciences (n=1100that 283 students were selected using random, stratum sampling and based on Korjsi and Morgan’s tables. A researcher-made questionnaire about classroom management styles with 30 five-option items and 3 sub-scales (interactional, interventional, and non-interventional) was used to collect data. Its validity was confirmed by experts as 0.82 and its reliability was calculated by Chronbach’s alpha as 0.86. The data were analyzed in SPSS (version 16) using independent t test and one-way ANOVA at the significant level of pFindings: According to the results, 179 students (63.3%) were female and 104 (36.7%) were male. The results showed that most professors made use of interactive, interventionist and non-interventionist classroom management styles , respectively. From students’ viewpoint, there was a significant difference between classroom management styles of interventionist (p=0.0001, t=5.48), interactive style (p=0.0001, t=3.27) and the non-intervention style (p=0.0001, t=4.56) in terms of teacher gender. Concerning the field of study, there was a significant difference between the interactive classroom management style (p=0.0004, t=2.89) and non-interventionist style (p=0.048, t=1.99). However, the interventionist style did not vary significantly across fields of study (p=0.176, t=1.44).
The results showed that most classroom management style was interactive, So in order to increase the ability of teachers in this field, workshops

This empirical study reports on a cross-linguistic analysis of the overarching issue of L1 lexicalization regarding two (non)-interventionist approaches to vocabulary teaching. Participants were seventy four juniors at the Islamic Azad University, Roudehen Branch in Tehran. The investigation pursued (i) the impact of the provided (non)-interventionist treatments on both sets of (non)-lexicalized items relatrd to the interrelationships between the experimental and the control groups (ii) the importance of the cross-linguistic issue of L1 lexicalization in reference to the significance of the difference between the scores obtained for the two sets of (non)-lexicalized items within each group distinctively. The results of the independent t-test between the two groups indicated a significant difference between the experimental and control groups dealing with both sets of vocabulary items. The obtained findings related to the paired t-test demonstrated a significant difference between the scores achieved for the two sets of words in favor of lexicalized items in the interventionist group. The gained results of the non-interventionist inferencing group demonstrated that the learners had greater familiarity with lexicalized items at pre-testing, and they were more successful in learning lexicalized items compared with non-lexicalized ones at post-testing. However, no significant difference was found regarding the gain scores for the two sets of (non)-lexicalized items in the non-interventionist group. These findings are discussed both theoretically and practically for L2 lexical representation and instruction.

The main purpose of this article is to understand theinterventionist policy of Russia in the Syrian crisis is an explanatory – description method and from the perspective of the Stanford School. So, the main question is “why did Russia use interventionist policy and violent behavior in the Syrian crisis?” The temporary hypothesis is that Russia, based on its threat perception to its important values, used the interventionist policy in the Syrian crisis. So, Russia's core values, based on the Stanford School, including: supporting of its strategic allay such as Iran, fighting with terrorist and take away from its back – yard and rising its bargaining power in the international system, these values ​​ deal with the actor's position and quality of life in the international system. Therefore, they fall into the category of important or secondary values than vital values. by applying the Stanford School Model, this result has been concluded that there was a positive correlation between the Russian’s perception threat (stimulus) and its interventionist and violent behavior (response) in the Syrian crisis.   At least, findings of this article declared that Russian decision maker, by proper perception concerns and fears of environmental threats, could make balance of power in front of USA and its allies in negotiations table and in ground operations, freezed successfully the Islamic extremist in Syria and supported Iranian forces and their plans just due to its benefit and its interest both during the war and during the post war. In this article, the Russian threat perception is an independent variable of research, and use of interventionist behavior is the dependent variable of this research. Data collection and information methods are also based on library and Internet methods.