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Relevant bibliographies by topics / Assertiveness

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Academic literature on the topic 'Assertiveness'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 June 2025

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Journal articles on the topic "Assertiveness"

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Widodo, Agus Tri. "THE EFFECT OF KNOWLEDGE OF MANAGEMENT, KNOWLEDGE OF INFORMATION SYSTEM AND ASSERTIVENESSON TRANSFORMATIONAL LEADERSHIP." IJHCM (International Journal of Human Capital Management) 1, no. 01 (2017): 164–82. http://dx.doi.org/10.21009/ijhcm.01.01.13.

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The objective of this research is to study the direct effects of knowledge of management, knowledge of information system, and assertiveness on transformational leadership of department head at PT Bank Syariah Mandiri Head Office. Quantitative method was used in this research as well as Survey Method. The data were obtained by distributing questionnaire and test, and were analyzed by using descriptive and inferential analysis with path analysis approach. This sample of this research were sixty respondent from the population of one hundred and fifty department head and selected by simple random sampling.The study finding are follow: (1)there is a direct effect of knowledge of management on transformational leadership capability, (2)there is a direct effect of knowledge of information system on transformational leadership capability, (3)there is a direct effect of assertivenesson transformational leadership capability, (4) there is a direct effect of knowledge of management on assertiveness, (5) there is a direct effect of knowledgeof information system on assertiveness. As a conclusion, the transformational leadership can be enhanced by knowledge of management, knowledge of information system, and assertiveness.

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Widodo, Agus Tri. "THE EFFECT OF KNOWLEDGE OF MANAGEMENT, KNOWLEDGE OF INFORMATION SYSTEM AND ASSERTIVENESSON TRANSFORMATIONAL LEADERSHIP." IJHCM (International Journal of Human Capital Management) 1, no. 01 (2017): 164–82. http://dx.doi.org/10.21009/ijhcm.011.013.

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The objective of this research is to study the direct effects of knowledge of management, knowledge of information system, and assertiveness on transformational leadership of department head at PT Bank Syariah Mandiri Head Office. Quantitative method was used in this research as well as Survey Method. The data were obtained by distributing questionnaire and test, and were analyzed by using descriptive and inferential analysis with path analysis approach. This sample of this research were sixty respondent from the population of one hundred and fifty department head and selected by simple random sampling.The study finding are follow: (1)there is a direct effect of knowledge of management on transformational leadership capability, (2)there is a direct effect of knowledge of information system on transformational leadership capability, (3)there is a direct effect of assertivenesson transformational leadership capability, (4) there is a direct effect of knowledge of management on assertiveness, (5) there is a direct effect of knowledgeof information system on assertiveness. As a conclusion, the transformational leadership can be enhanced by knowledge of management, knowledge of information system, and assertiveness.

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Christian, Debbie, and Helen McNeish. "Assertiveness." Journal of Advanced Nursing 22, no. 1 (1995): 198. http://dx.doi.org/10.1046/j.1365-2648.1995.22010198.x.

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Holland, Stevie. "Studying assertiveness." Nursing Standard 2, no. 42 (1988): 22. http://dx.doi.org/10.7748/ns.2.42.22.s55.

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Levin, Renee B., and Alan M. Gross. "Assertiveness Style." Behavior Modification 11, no. 2 (1987): 229–40. http://dx.doi.org/10.1177/01454455870112006.

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Awate, Sunil Kumar, and Dr J. Rukumani. "Assertiveness training." International Journal of Advance Research in Nursing 4, no. 2 (2021): 01–06. http://dx.doi.org/10.33545/nursing.2021.v4.i2a.176.

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Byrum-Robinson, Beverly, and Jenny Alexander-Paul. "Teaching Assertiveness." Speech Communication Teacher 12, no. 2 (1997): 4. http://dx.doi.org/10.1080/29945054.1997.12289519.

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Dowerah, Anuradha. "Relationship between Assertiveness and Self-Esteem among Young Indian Adults." International Journal for Research in Applied Science and Engineering Technology 12, no. 5 (2024): 2044–50. http://dx.doi.org/10.22214/ijraset.2024.59972.

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Abstract: This quantitative study explores the relationship between assertiveness and self-esteem among young Indian adults aged 20 to 30 years. The research design employs a correlation approach to examine the statistical association between assertiveness and self-esteem without manipulating variables. The study aims to answer key questions regarding gender differences in assertiveness and self-esteem, the relationship between assertiveness and self-esteem, and the impact of self-esteem on assertiveness. Data from 131 participants (61 males, 70 females) from Assam and Karnataka were collected using Google Forms and social media advertising. The Rathus Assertiveness Schedule (RAS) and Rosenberg Self-Esteem Scale (RSES) were used to measure assertiveness and self-esteem, respectively. Statistical analyses included independent sample t-tests, correlation analysis, and regression analysis. The results indicate no significant difference in assertiveness and self-esteem between males and females. However, a significant negative correlation was found between assertiveness and self-esteem, suggesting that as assertiveness increases, self-esteem tends to decrease, and vice versa. Regression analysis further confirms that self-esteem significantly impacts assertiveness among young adults, with approximately 8.9% of the variability in assertiveness scores explained by differences in self-esteem. These findings provide valuable insights into the dynamics of assertiveness and selfesteem among young Indian adults, highlighting the complex interplay between these psychological constructs and their implications for individual well-being and behavior.

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Shrestha, Neha, Kushum Kunwar, Rachita Neupaney, and Sastika Shrestha. "Assertiveness Levels among Nurses in a Hospital Setting in Banepa, Kavre District." International Journal for Research in Applied Science and Engineering Technology 12, no. 4 (2024): 2740–48. http://dx.doi.org/10.22214/ijraset.2024.60370.

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Abstract: Assertiveness, the honest and direct expression of one's beliefs, needs, and opinions while respecting others' rights, is a crucial skill in nursing. It fosters strong inter-professional relationships, mitigates workplace violence, reduces stress, minimizes negligence, and enhances leadership, job satisfaction, autonomy, and efficacy. This study aimed to evaluate nurses' assertiveness levels in a hospital Setting in Banepa, Kavre District. Using a descriptive cross-sectional design, 88 nurses were sampled through disproportionate stratified random sampling. A structured questionnaire collected socio-demographic data, while the Begley and Glacken Assertiveness Behavior Questionnaire (α= 0.65) measured assertiveness levels. Data were analyzed using SPSS version 16, employing descriptive (percentage, frequency, mean, and standard deviation) and inferential statistics (chi-square test). Results revealed that 80.7% of respondents exhibited a moderate level of assertiveness, while 19.3% demonstrated high assertiveness. Significant associations were found between assertiveness levels and age (p=0.001), marital status (p=0.005), number of siblings (p=0.011), work experience (p=0.0001), job nature (p=0.001), and assertiveness training (p=0.027). The findings highlight a predominant moderate assertiveness level among nurses. Therefore, implementing assertiveness training programs could effectively enhance assertiveness levels among nursing staff.

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Cavazos, Alonzo, and Dolores Guerrero. "Assertiveness and Field Education: An Exploratory Study." Journal of Baccalaureate Social Work 4, no. 2 (1999): 85–94. http://dx.doi.org/10.18084/1084-7219.4.2.85.

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This study examines the effect of field instruction on assertiveness and tests the effectiveness of an assertiveness training program that was delivered concurrently with field education. Undergraduate field interns (N=27) were pre-post tested with the Assertiveness Self-Report Inventory during the first and last weeks of field education. Approximately half of the interns (n=13) received assertiveness training during the university-based field instruction seminar. Surprisingly, assertiveness scores did not change statistically from pretest to posttest, and the assertiveness training program failed to raise assertiveness. These counterintuitive findings are explored, and implications for social work education and practice are discussed. Social workers are expected to advocate for their clients, particularly in situations where people are discriminated against and oppressed because of ethnicity, gender, religion, age, socio-economical status, sexual orientation, or physical disability (Council on Social Work Education, 1994). Social workers, “... must exercise [themselves] assertively in order to fulfill nearly all social work roles and functions” (Cournoyer, 1998, p. 11). Pardeck, et al. (1991), posit that social work education should increase a students assertiveness because increased assertiveness is critical to effective social work practice. Without an adequate repertoire of assertive skills, social workers will be prevented from affecting change and demonstrating the value of the social work profession (Eldridge, 1983). Although these are deeply held beliefs, the relationships between field education, assertiveness and advocacy have not been studied. This study explores two research questions: 1) does assertiveness increase as a result of field education; and 2) whether an assertiveness training program, which is delivered concurrently with field education, can increase assertiveness.

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Dissertations / Theses on the topic "Assertiveness"

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Hardy, Floyd J. "Single persons and assertiveness." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.

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Greene, Gina M. "Women's assertiveness in drink refusal." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-2/greeneg/ginagreene.pdf.

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Sert, Adile Gulsah. "The Effect Of An Assertiveness Training On The Assertiveness And Self Esteem Level Of 5th Grade Children." Master's thesis, METU, 2003. http://etd.lib.metu.edu.tr/upload/1217686/index.pdf.

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Assertiveness is an important skill for children to develop healthy human relations with peers, parents, teachers, and all the other social contacts. When children use assertiveness skills in their social, academic and personal life, they enhance the potential of reaching successful outcomes. There are some positive correlations between assertiveness and self esteem. Thus, investigating the effects of an assertiveness training on the assertiveness and self esteem levels of 5th grade children would contribute to a lot of aspects on the development of children. This study aims to develop an assertiveness program for 5th grade elementary school students and has the purpose of exploring the effects on children&rsquo<br>s level of assertiveness and self esteem. The participants of the study were from Ankara University Education Development Foundation Primary School. Twenty four students participated in the study. The experimental design was used in which 2 groups were compared on pre test and post test measures by using Assertiveness Inventory and Coopersmith Self Esteem Inventory. Moreover, observations of teachers were collected through the record sheets. The experimental group was given an 8 week training. In order to explore the effects of assertiveness training on assertiveness levels of the children independent samples t test was used. The results revealed that there were significant differences between the two groups based on assertiveness scores. Inn order to explore the effects of assertiveness training on self esteem levels of children, Analysis of Covariance (ANCOVA) was used. However, there were no significant differences found on self esteem scores between the two groups. On the other hand, according to the observations that were collected from the teachers, it could be stated that the training contributed positively to the children&rsquo<br>s self esteem.

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Green, Patricia Ann. "The power of assertive compassion." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p028-0260.

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Kirst, Laura K. "Investigating the relationship between assertiveness and personality characteristics." Honors in the Major Thesis, University of Central Florida, 2011. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/449.

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Assertiveness is a learned fundamental interpersonal communication skill that helps individuals to meet the social demands of society. Although various personality factors associated with assertiveness have previously been studied, no recently published studies were identified in the review of assertiveness literature. The purpose of this study was to explore the relationship between assertiveness and the five factors of personality (extraversion, neuroticism, openness to experience, agreeableness, and conscientiousness), self-esteem, social anxiety, and shyness to update past research findings. Participants completed the College Self-Expression Scale, the IPIP representation of the NEO PI-R, the Rosenberg Self-Esteem Scale, the Brief Fear of Negative Evaluation Scale, and the Revised Cheek and Buss Shyness Scale. It was hypothesized that assertiveness would correlate positively with extraversion, openness to experience, conscientiousness, agreeableness, and self-esteem. Assertiveness was further hypothesized to correlate negatively with neuroticism, social anxiety, and shyness. Results revealed direct relationships between assertiveness and self-esteem, extraversion, openness to experience, and conscientiousness, as well as inverse relationships to neuroticism, shyness, and fear of disapproval. No significant relationship was found between assertiveness and agreeableness. This study aimed to advance the understanding of the complex personality structure of low-assertive individuals.<br>B.S.<br>Bachelors<br>Sciences<br>Psychology

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Cook, Peggy Hutton. "Coping resources for stress and assertiveness training for nurses." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1233602271.

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O'Loughlin, Mary Ann 1957. "The Relationship of Assertiveness and Bulimia to Psychological Separation." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278260/.

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The purpose of this study was to examine how parental separation is related to eating disturbances and assertiveness in females who struggle with bulimic symptoms. Two-hundred ninety-two undergraduate females from the University of North Texas comprised the subject group. Using pen and paper measures of assertiveness, bulimia, and parental separation, support was found for the prediction that there would be a relationship between assertiveness and parental separation. Likewise, partial support was found for the prediction that there would be a relationship between bulimia and parental separation. Parental separation was found to affect levels of bulimia and assertiveness. Finally, it was found that subjects endorsed greater emotional independence from fathers than from mothers.

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Mafi, Salote Christine Laumanukilupe. "Assertive communication by first- and second-generation Tongan employees in Australia /." [St. Lucia, Qld.], 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17040.pdf.

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Love, Ann Marie. "Measuring attitudes toward assertive responding." Virtual Press, 1995. http://liblink.bsu.edu/uhtbin/catkey/941583.

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The focus of the present study was the measurement of attitudes toward people acting in an assertive manner, compared to those who are acting in an aggressive or passive manner. Earlier studies suggest there are several mitigating factors on social judgments of assertiveness. These include: sex of the assertor (model), sex of the subject, the assertion situation, and the degree of empathy or consideration in the assertive response. The present study sought to investigate the roles of subject sex, model sex, and situation on social judgments of assertiveness. Further, an empathic assertive condition was included to allow a comparison between ratings of empathic assertive and assertive responses. The empathic assertive response paired assertiveness with extra consideration and understanding toward the other person.Each of 150 university undergraduate subjects (75 men and 75 women) reviewed one written vignette from each of four situations (i.e., work, class lecture, telephone solicitation, dating). Model sex and behavioral response style were randomly assigned. A 26 item personality inventory (Interpersonal Attraction Inventory) was completed by each subject for each vignette.Significant main effects were revealed for both behavioral response style and situation. Subject ratings of behavioral response style were as follows, from least to most favorable: aggressive, passive, assertive, and empathic-assertive. Subject ratings of situation were as follows, from least to most favorable: date, telephone solicitor, work, lecture. The only significant interaction was between behavioral response style and situation. There were no significant main effects or interactions for subject sex or model sex.The present results contradict earlier studies in which passive women were rated significantly more positively than assertive women. Given the time elapsed between the present data collection (1993) and the majority of earlier studies (1987 and earlier) it is possible that sex role change is responsible. In addition, results indicate that what was referred to as empathic assertion in the present study may be a socially distinct class of behavior from assertive behavior. Clearly more research is required in order to confirm a societal sex role change, differences between assertiveness and empathic assertiveness, and generalizability of the present results.<br>Department of Counseling Psychology and Guidance Services

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Sanders, Rodney L. "Assertive communication skills with nurses in a rural setting." Laramie, Wyo. : University of Wyoming, 2007. http://proquest.umi.com/pqdweb?did=1400966261&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Books on the topic "Assertiveness"

1

Centers for Disease Control (U.S.), ed. Assertiveness. Centers for Disease Control], 1985.

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Centers for Disease Control (U.S.), ed. Assertiveness. Centers for Disease Control], 1985.

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Centers for Disease Control (U.S.), ed. Assertiveness. Centers for Disease Control], 1985.

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Michelli, Dena. Successful assertiveness. Barron's, 1997.

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Sharon, Burton, ed. Assertiveness skills. Business One Irwin/Mirror Press, 1994.

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Whitehead, Chrissie. So, what is assertiveness?: Assertiveness training resource pack. Daniels, 1992.

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Bishop, Sue. Develop Your Assertiveness. Kogan Page Publishers, 2009.

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Stubbs, David R. Assertiveness at work. 2nd ed. Pan, 1997.

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Townend, Anni. Assertiveness and Diversity. Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230582019.

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Bishop, Sue. Develop your assertiveness. 2nd ed. Kogan Page Limited, 2010.

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Book chapters on the topic "Assertiveness"

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Pfafman, Tessa. "Assertiveness." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-24612-3_1044.

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Thompson, Neil, and Jo Campling. "Assertiveness." In People Skills. Macmillan Education UK, 1996. http://dx.doi.org/10.1007/978-1-349-13737-4_5.

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Raskin, Patricia M. "Assertiveness." In Management in Health Care. Macmillan Education UK, 1994. http://dx.doi.org/10.1007/978-1-349-23156-0_14.

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Hughes, Rick, Andrew Kinder, and Cary L. Cooper. "Assertiveness." In The Wellbeing Workout. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92552-3_46.

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Biggs, Henry P., Tom Bussen, and Lenny Ramsey. "Assertiveness." In Shaping the Global Leader. Routledge, 2019. http://dx.doi.org/10.4324/9780429275296-10.

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Thompson, Neil. "Assertiveness." In People Skills. Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-46756-0_5.

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Blatherwick, Liz. "Assertiveness." In A Practical Self-Help Guide to Managing Comfort Eating. Routledge, 2021. http://dx.doi.org/10.4324/9781003107262-12.

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Thompson, Neil. "Assertiveness." In People Skills. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-0-230-36592-6_5.

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Pfafman, Tessa. "Assertiveness." In Encyclopedia of Personality and Individual Differences. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-28099-8_1044-1.

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Kelly, Alex. "Assertiveness." In Social Skills. Routledge, 2018. http://dx.doi.org/10.4324/9781315173405-7.

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Conference papers on the topic "Assertiveness"

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Sheinov, Viktor P., and Anton S. Dziavitsyn. "Abridged assertiveness questionnaire." In The Herzen University Conference on Psychology in Education. Herzen State Pedagogical University of Russia, 2021. http://dx.doi.org/10.33910/herzenpsyconf-2021-4-70.

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Kabat, Małgorzata, and Krzysztof Zajdel. "ASSERTIVENESS IN TEACHER COMMUNICATION." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.2197.

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Chotchaev, A. A. "Expressions of assertiveness in adolescence." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-05-2018-48.

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Marini, Liza, Rahma Yurliani, and Indri Kemala. "Sexual Assertiveness Of Adolescent Girls." In 1st International Conference on Social and Political Development (ICOSOP 2016). Atlantis Press, 2017. http://dx.doi.org/10.2991/icosop-16.2017.48.

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Kim, Yeonshin, Sukki Yoon, Tae Hyun Baek, and Yung Kyun Choi. "CULTURE AND ASSERTIVENESS IN GREEN ADVERTISING." In Bridging Asia and the World: Globalization of Marketing & Management Theory and Practice. Global Alliance of Marketing & Management Associations, 2014. http://dx.doi.org/10.15444/gmc2014.03.08.02.

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Zhuravlova, Larysa, Inna Bedny, Vitaliya Luchkiv, Liubov Pomytkina, Iryna Grechukha, and Natalia Muzhanova. "Assertiveness in the System of Behavioral Strategies of the Modern Youth." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001816.

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This article is an empirical study of the psychological features of assertive strategies of modern youth. The research methods include the modified test-questionnaire "Studying the assertiveness level", K. Thomas' test of behavioral strategies, and the test to determine the integral empathy in adolescents and young people. The results of an empirical study of the dominant behavioral strategies of Ukrainian modern youth, including early and mature adolescence are presented. The hierarchy of behavioral strategies of boys and girls is empirically determined as assertive, conformal, passive, altruistic, aggressive. Among the assertive strategies the following hierarchy is established: assertiveness as a representation of one's own autonomy, assertiveness as a manifestation of confidence in typical situations, assertiveness as a finding of compromise and as a real assistance not to the detriment of oneself in empathogenic situations. It has been shown that assertive strategies such as cooperation, compromise, and real self-help in empathogenic situations represent the most symmetrical subject-subject interpersonal relationships. It was found that the indicators of behavioral assertive strategies have significant positive age dynamics during adolescence with a simultaneous increase in their egocentrism and asymmetry in interpersonal interaction. The existence of gender differentiation during interactions in terms of assertiveness is demonstrated. It is proved that masculine and feminine assertive behavioral strategies are formed during early and mature adolescence in boys and girls in situations of interpersonal interaction.

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Batic, Dragana, and Bogdanco Gogov. "ASSERTIVENESS AS A COMMUNICATION STYLE IN THE WORK OF POLICE." In SECURITY HORIZONS. Faculty of Security- Skopje, 2023. http://dx.doi.org/10.20544/icp.8.1.23.p19.

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The term assertiveness comes from the English word "to assert" and "be assertive" (adjective), which means to defend and firmly persist in one's opinion, to be persistent, to have great self-confidence, to express one's rights and needs, and the other not to be hurt. It is one of the most important psychological qualities of a person that significantly contributes to maintaining internal balance, expressing one's own attitudes and cultivating good interpersonal relationships. In general, assertiveness is a successful combination of firmness and good behavior, which is a necessary aspect of practicing the police profession. This paper talks about assertiveness as a desirable way of communication between the police and the citizens. The studies show that assertiveness not only complies with legal procedures, but also improves communication between the police and citizens, allows citizens to feel understood and accepted, and allows police officers to perform their work efficiently and with less stress. The application of this type of communication contributes to a better resolution of conflicts and may prevent escalations.

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Bulut, Hacer Kobya. "Self-Esteem And Assertiveness Levels Of Nursing Students." In EDUHEM 2018 - VIII International conference on intercultural education and International conference on transcultural health: The Value Of Education And Health For A Global,Transcultural World. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.04.02.101.

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Nemire, Kenneth, Joshua Beil, and Ronald W. Swan. "Virtual world for helping teens practice assertiveness skills." In Electronic Imaging '99, edited by John O. Merritt, Mark T. Bolas, and Scott S. Fisher. SPIE, 1999. http://dx.doi.org/10.1117/12.349405.

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CHITOROGA, Lucia. "Self-confidence – a factor of assertiveness in adolescent." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v1.25-03-2022.p78-84.

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The article presents a research sequence aimed at investigating assertive communication in adolescents, as well as the relationship between assertive communication and self-confidence. The study highlighted statistically significant differences in gender and age in the two variables investigated. Researched teenage boys are more assertive than researched teenage girls. They are more inclined to respect their personal rights, but also those of others, are less dependent on external evaluations, and are more likely to take responsibility for their decisions. 17- year-olds are more assertive, have a stronger self-esteem, are more open in their relationships with others, and have more effective communication skills. 17-year-olds, unlike 15-year-olds, can say more often what they think, what they feel about a subject, even if they know that their opinion is not in line with the expectations of the interlocutor.

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Reports on the topic "Assertiveness"

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Barieva, R. R. Analysis of the results of the study of assertiveness in high school students. Technical institute (branch) Federal State Autonomous Educational Institution of Higher Professional Education «North-Eastern Federal University named after M.K. Ammosov» in Nerungry, 2019. http://dx.doi.org/10.18411/s-2019-23-b.

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Pintér, Marcell György. China’s Military Base in Djibouti. Külügyi és Külgazdasági Intézet, 2022. http://dx.doi.org/10.47683/kkielemzesek.ke-2022.10.

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The Horn of Africa is one of the most important regions in the world, and the multitude of military bases in the region seems to support this fact. It is no wonder that the Bab-el-Mandeb is an important strait in international trade, serving as the true end of the Suez Canal. China’s first overseas military base in Djibouti, a small country already oversaturated with the military bases of various countries, could therefore show the increasing assertiveness of the People’s Republic of China (PRC) and its ambition in establishing itself as a global superpower. This analysis provides a brief overview of this naval base and explores what functions it has, how it compares to its neighbouring military bases, and what potential there is to it.

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Savani, Manu, and Alastair Stewart. Making Market Systems Work for Women Dairy Farmers in Bangladesh: A final evaluation of Oxfam's Gendered Enterprise and Markets programme in Bangladesh. Oxfam GB, 2019. http://dx.doi.org/10.21201/2019.5365.

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Gendered Enterprise and Markets (GEM) is Oxfam GB’s approach to market systems development. The GEM approach facilitates change in market systems and social norms, with the aim of ensuring more sustainable livelihood opportunities for marginalized women and men. The GEM DFID AidMatch Programme (June 2014–February 2018) worked within the soya, milk and vegetable value chains targeting women smallholder farmers in areas of poverty. The programme aimed to benefit 63,600 people (10,600 smallholder households) living in Zambia, Tajikistan and Bangladesh through increases in household income, women having greater influence over key livelihood decisions within their households and communities, and engaging in livelihoods more resilient to shocks, such as natural disasters and market volatility. The GEM programme in Bangladesh was implemented under Oxfam Bangladesh’s flagship REE-CALL programme (Resilience, through Economic Empowerment, Climate Adaptation, Leadership and Learning). GEM operated in seven districts across Bangladesh, with the project activities implemented by seven local partners. The project aimed to establish 84 producer groups for smallholder dairy farmers, and this was achieved during the first year. Building on these local networks, GEM aimed to deliver a suite of training and support covering assertiveness, rights and leadership skills, agricultural practice and disaster risk management. The evaluation was designed to investigate if and how the GEM programme might have contributed to its intended outcomes – not only in the lives of individual women smallholder farmers targeted by the programme but also in changes in their communities and the larger market system. It also sought to capture any potential unintended outcomes of the programme.

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Monthly Infographics Report: February 2024. Microgovernance Research Initiative (MGR), 2024. http://dx.doi.org/10.57189/mgrinffeb24.

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MGR recorded 1366 violent incidents during February 2024, mostly triggered by politics, access to resources, and other socio-economic factors. More than 251 deaths and 1201 injuries have been recorded from these incidents. The highest number of violent incidents have been recorded in the form of clashes and attacks (423). Some 176 incidents are directly political violence, protests and arrests which resulted in 25 deaths. Geographically, Chittagong (312) scores the highest number of violence followed by Rajshai (264), Dhaka (247) and Barishal (188). There were 91 protests and demonstrations and only 26 of protests were triggered by politics. While some 33.10% of political violence contributed by Bangladesh Awami League & affiliates, Bangladesh Nationalist Party (BNP) scored no political violence in the month of February. Activists of independent election candidates conducted 6.21% of political violence. Intra-party violence within the Awami League showed a small count of 16. Whereas 62% incidents were rural, 38% violence incidents took place in urban areas. In this month, student violence started to increase again with a total of 43 cases reported across different regions as students have come back to the campus after election. Following the election, there has been a marked decline in the operational engagement of the Bangladesh Nationalist Party (BNP), a trend attributed to the renewed assertiveness of governmental control over state apparatuses.

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