Global Economic Policy Response in Asean Welcomes Changes in Market Behavior Towards the New Normal

This article addresses the Gross Domestic Product (GDP) growth rate, normally used to determine how quickly economic growth has contracted in a region, i.e. Adverse growth. Thus, the Finance Ministers and the ASEAN Central Bank Governors have decided on a number of promises, including (1) that exceptional policy responses to resolve this pandemic would be washed away to restore economic activity. (2) to enhance the economic and financial monitoring efficiency of the area, and to promote readiness to act as an efficient financial safety net in the region and as an essential component of the global financial security net of the Chiang May Initiative Multilateralization (CMIM). (3) to facilitate greater intra-ASEAN exchange and investment by setting up eligible ASEAN banks (4) funding for local currency use programs for settlements, foreign investments and other operations between ASEAN countries, such as revenue and transfer transactions. (5) supports the advancement of partnership in the area of the funding of infrastructures, in the context of many recommendations to facilitate private investment growth, among other steps. (6) to promote initiatives to use digital financial services to enhance the financial inclusion of the area and to enhance cooperation on various cyber risk management material.

Enhancing Secondary Students’ Conceptual Understanding of States of Matter Through Practical Work

This study presents findings of a small-scale action research carried out in one of the private schools of Gilgit-Baltistan. The study was conducted in a chemistry classroom with Grade 9 students and the class teacher. The research explored how practical work, in Grade 9 chemistry facilitates students' conceptual understanding of the selected concepts (States of Matter). The study was conducted over five weeks in two cycles. In the reconnaissance stage, two classes were observed, a pre-test, a focused group interview of six students and an interview of the teacher was taken. In cycles 1 and 2, the chemistry teacher and I planned and taught six lessons using this strategy. Data was collected through classroom observations, interviews and pre and post-test. The findings of the study revealed that students started getting familiarized with practical work; as a result there was a shift from a teacher directed class to a student led class. In the teacher directed class, the students did practical work according to the teachers' instructions. However, at the end of the 6th lessons, students developed the process skills i.e. investigated the topic, observed the process accurately, collected the data, and drew conclusions. The findings of the study also showed a considerable progression in terms of a shift from individual work to Collaborative work, resulting in confidence building and a shift from memorizing to engaging in practical science. Moreover, the significant difference (p < 0.001) in paired sample t-test showed a positive impact of the intervention on students learning. The study highlighted time, teacher and students' misconceptions, lack of laboratory resources, space, and students' lack of self-confidence as challenges in implementing practical work in the classroom. However, cognizant to its significance the study has implications for school in terms of students' better learning and effective teaching. Therefore, schools need to relook its method of teaching from theory to practices and teacher need to change their theoretical based teaching to practical based teaching.