Piagets Theory Of Cognitive Development

Piagets Theory Of Cognitive Development Jean Piaget was a Swiss development psychologist who was known for his work on epistemological studies. He is known for his major theory in the area of cognitive development. Cognitive development is a field of studies that emphasised on the neuroscience and psychology aspects of an individual. Development can be seen as process that takes part in every living human starting from bodily level up to cognitive level. The Websters Dictionary defines development as the series of changes which an organism undergoes in passing from an embryonic state to maturity. It is continuous process of expanding or becoming more advance in pursuit of new purposes. Cognitive best can be described as a process involved thinking, acquisition and storage of knowledge at the mental level of a brain. According to Piaget theory, our thinking process changes radically, because we constantly strive to make sense of the world through our senses, perception and experiences in life. (Woolfolk, 2011) According to Khanna (20l0), development in wider context is a progressive change to a greater maturity supported by physiological capacities and psychological capabilities. These changes can be further subcategorised into physical, emotional and intellectual. There are few general principles of development that occurs in all normal individuals. Development occurs at different rates in different individuals. This can be seen quite clearly during the infancy stage. There are cases where some babies start walking later that the expected age of 12 months. This normally can be seen in male babies and I personally can vouch for this statement as my own son; Pratham started walking only when he was 14 months old. Development is a continuous process. Development is continuous process as a child acquired new skills, these skills are added to the pre existence skills in a child and there is no stopping for further acquisition of skills as the child grows. This finding is best describes by the developmental stages theory of Piagets. During sensorimotor stage, a child learns by touching, association and imitation. This phenomenon can be seen clearly when a child repeats patterns in his play such as putting or taking an objects inside or outside a containers. This finding is further supported from a research that was done by Arnold Cath (2003) on a child named Harry. Development occurs in sequence of predictable and orderly stages. It is a known fact that human life is divided into few predicable and orderly stages which is expected of every normal individual in social settings. Robert Havighurst, an American educationalist introduced developmental tasks that characterise six development life stages from infancy and early childhood to later maturity. Another interesting theory of development was coined by Erik Erikson, popularly knows as Psychosocial Development. The main element of his theory emphasis psychosocial process, that development is subject to internal psychological factors and external social factors. This theory looks at eight stages of human life also knows as eight ages of man. According to Sugarman (2004), Erikson theory centre specific issues to resolve by an individual at given stage before moving to the higher stages per below table. Approximate age Issues centre around Important Event in Life 0 1 year Trust Feeding 1 6 years Autonomy Toilet training 6 10 years Purpose Independence 10 14 years Competence School 14 20 years Identity Peer relationship 20 35 years Intimacy Love relationship 35 65 years Generativity Parenting/Mentoring 65 years above Integrity Reflection and acceptance of ones life Development is influenced by heredity Each of us begin life at the moment of conception and hereditary traits are passed from parent to offspring through strings of microscopically small particles knows as genes. Therefore we are different from each other and development of individual is contributed largely by hereditary. According to Blackburn (2000), hereditary traits are transmitted by dominant genes over the weaker ones; an example of a disease that can be transmitted through hereditary is Diabetes. Development is influence by environment There is no denying; environment plays a very big role in human development process. Environment in this context covers social setting, cultural setting and language setting. Vygotskys believed that human activities take place in cultural settings and has a great influence on cognitive development. Vytosky assumed that cultural development appears twice, first on social level (interpsychological) and later on individual level (intrapsychological). For example an Indian child who is born in United States will have different perspective of things compare to an Indian child born in India due to differences in culture and social settings. Indeed, Piagets theory of cognitive development to certain extent has helped teachers to design or tailor made teaching materials to suit learners level of cognitive development but there are others factors too determine effectiveness of learning such as students readiness or motivation level. Piaget proposed theory can be divided into four stages: Sensorimotor, Preoperational, Concrete operational and Formal operational. Piaget emphasised more of the biological maturation of cognitive abilities for each stages. In order for us to understand better, Piaget stage development theory, we need to look closely at changes that happen in various stages proposed by Piaget. Sensorimotor stage The earliest period is called the sensorimotor and begins from birth to two years old. According to Richardson K (2010), infants enter the world with set of simple coordination which we called reflexes. One example of this is the sucking reflex when a child nurses from the mother. Later, when the infant is growing up, his reflex actions will be translated to goal-directed actions through several repetition activities. At this stage, a child develops object permanence, the understanding that objects exist whether they perceive them or not. During this time also, a child learns through imitation from his pre-exist surrounding. Preoperational stage This second stage of the theory is known as the preoperational stage spanning from the period of two to seven years old. According to Axelrod (1999), children are able to manipulate environment symbolically through inner representation by using word, gestures, images and signs. There is drastic development in language and thinking skills. Piaget believed at this stage a child is moving toward mastery but has not fully mastered the mental operations. Another unique characteristics developed during this stage is Egocentrism. The concept of egocentrism means children see the world from their viewpoint and not able to consider other peoples viewpoint. Concrete Operational stage This stage spans from the age of seven to eleven years old. At this age, a child has developed mental operations that allowed them to see and treat the physical world in logical and systematic order. A child at this age is able to provide justification by mastering conservation. According to Mitchell (2004), Piaget had indentified three important operations in conservation process: i) Compensation: Changes in one direction can be compensated by changes in another direction. ii) Identity: If nothing is taken away or added, the material remains the same. iii) Inversion: If the entire process is reversed, the quantity of the materials remains the same. At this point, a child is able making an orderly and sequential arrangement of an object based on size, weight or volume. This process is known as seriation which enable a child to construct logical series such as arranging object from small to large or vice-versa. Formal Operation stage This is the last stage of Piagets developmental theory. This stage ranges from eleven years to adulthood. According to Mitchell (2004) formal as used by Piaget mean well-mannered etiquette. Children at this stage, capable of systematic reasoning about things which take hypothetical form without having to see concrete objects. Students at this level are able to solve science experiments such as the pendulum problems. They are also able to solve algebra problems by using deduction method to derive at certain value. Adolescent at this age, exhibit a phenomena known as adolescent egocentrism. According to Stuart-Hamilton (2006), study conducted by Piaget examined, egocentrism does not refer to selfishness, rather a childs immaturity that whatever he or she can see is the viewpoint of everyone else as well. This is the feeling that they are the centre of attraction and leads to false sense of security, eventually increasing risk taking behaviour like participating in illegal racing, exper imenting with drugs and having unprotected sex. For teachers to fully understand and incorporate Piaget theory into teaching methodology, a teacher need to accept cognition is a process of adaption. According to Meadows (1986) based on Piaget theory, a child actively trying to make sense of the world by adapting to its environment. It proceeds via twin functional invariants of assimilation and accommodation. Before discussing further on assimilation and accommodation, ones need to understand schema first. Schema is a Greek word which means frame. Piagets believes schemas are the basic building blocks of thinking. It is representation of perception and experience of organized systems translates through action. Schemas can be very small or specific, for example cooking pasta. According to Roeckelein (2010), assimilation from Piagets theoretical viewpoint means incorporating new or modified ideas and concepts into a childs existing cognitive structure. Accommodation refer to the childs modification of ideas or concepts of the world in response to new experience that are inconsistent with previous knows idea or concepts. In another word, a person must change existing schema to respond to new situation. Every child in learning process strives to achieve state of equilibration. According to Woolfolk (2010) based on Piaget work, assimilation and accommodation can be viewed as a balancing act. Once the child is able to understand and registered new information in his schema, he achieved the equilibrium stage. Disequilibrium happen when current ways of thinking not working in solving a particular problem, thus the act out of balance occurred. In order for me, to plan an activity that promotes assimilation and accommodation, first I need to do some homework regarding the student Im going to teach. I need to find out their age and prior learning knowledge. For this activity, Im going to device an activity targeted for form one student (13 years old) conducting a lesson on compass direction (geography). It is easier for me to access their prior knowledge, as I have taught them at primary six during Kajian Tempatan period. The students already have basis knowledge of main compass direction (East, West, North and South)- Cardinal direction. Keeping in mind that my students are at formal operational stage which requires plenty usage of visual aids. Therefore in my lesson planning, I will have illustration of slides, diagram and video clipping when presenting new material. I will normally start my lesson by showing a short video clip about a sailor lost at deep sea. This is my normal practice for breaking the ice with students and gauges their interest in the lesson. Randomly I will pick up few students to analyze the video clipping. At this point, many of the students will be able to give the answer Im looking as students at this level are able to think hypothetically. Then I will ask them about their previous learning on this matter, which is compass direction. I will call a student to draw basic direction diagram on the board. In this way Im refreshing their memory to what they have learned during the primary years. Then I will show them a new power point slide on additional compass direction. (North East, South East, South West, North West) Ordinal direction. Compass direction is the schema already exists in student mind. Here, assimilation happen when students fit new information into existing information. Existing information is prior knowledge, which is cardinal direction and new information is ordinal direction (red colour). If you look at the below model, the students did not change their existing schema, rather incorporated new learning to prior learning experiences. Assimilation model NEW KNOWLEDGE PRIOR KNOWLEDGE SCHEMA W S N E NW NE N W Compass Direction E SW SE S ASSIMILATION ORDINAL DIRECTION CARDINAL DIRECTION Teaching the same students, from understanding basic compass direction, the next higher level of learning will be measuring degrees using protractor. Based on their prior learning, protractor was used in their mathematic subjects to find certain angels values. Here the student will faced certain degree of disequilibrium as current way of thinking, using protractor the mathematical ways will not solved problems in geography lesson. This required student to change existing schemas to respond to new situation, thus accommodation is taking place in students learning. In Mathematic, students are required to place the protractor horizontal ways to find value of angel, but in Geography students are required to place protractor the vertical ways to find degrees value. If you look at below model, the students have to change existing schemas to accommodate new learning. Accommodation model EXISTING SCHEMA Mathematical way NEW SCHEMA Geographical way Piagets development theory to certain extent can assist teachers to design teaching in delivering lesson but how effective the learning took parts would be another major concern for teachers. Piaget theory only proposed that learning occurs after development, but in certain cases, children are able to learn at earlier developmental stages. Piaget theory also fails to look at learner motivation which I personally believe is a very big factor in effective learning. Teachers as an educator plays the role of facilitator in imparting information, students on the other hand need to be more accountable of their own learning. There need to be a paradigm shift from teacher centric learning to student learning centric at school level in order to produce world class student.

Development of Tourism in Sri Lanka

Sri Lanka is an island in the Indian Ocean, also often called the â€Å"The Pearl of the Indian Ocean†. Tourism in Sri Lanka has had its ups and downs. Such things like the civil war is now over, but for the past thirty years that the war was ongoing, a lot of people feared to travel to Sri Lanka and the devastating 2004 Indian Ocean tsunami . But despite all these events, the tourism in Sri Lanka is still one of the major profit generating industries. Sri Lanka may be a small island, but it has a lot to offer. From its beautiful beaches, to their exotic foods and diverse cultural heritage.The tropical weather in Sri Lanka is all year round except for the monsoon season which usually ranges from mid-year to the end of the year. Foreigners visit often to be in the warm weather. Sri Lanka has so many beautiful beaches that are still untouched and not commercialized. Over half a million tourists came to Sri Lanka in 2006. Other up and coming tourist attractions are precious stone mining in Ratnapura, â€Å"The Gem City† as it is known and also ecotourism. Travelers today like the idea of travelling while also doing their part to help preserve the environment.Buddhism has the biggest influence in molding Sri Lanka’s diverse cultural heritage and also a big factor in drawing in the crowds to Sri Lanka. From temples, relics, religious landmarks and Ayurveda. Sri Lanka has started its campaign on ecotourism and spa-like ayurvedic treatments, banking on the diverse flora and fauna found there. No matter what natural disaster or civil war comes upon Sri Lanka, its beauty and purity have made its mark on the world. There is no doubt that Sri Lankan tourism today is expected to reap the benefits after thirty years of struggle and the tragic tsunami, with hope and bright prospects on the horizon.

Teen Homlessness

Public Speaking Persuasive Speech Outline Imagine If You Didn’t Know Where You Were Going to Sleep Tonight Introduction: â€Å"If you don’t know where you’re putting your slippers at night, you can’t do algebra†. According to the National Coalition for the homeless, one out of every three homeless persons is under the age of 18. Between 1. 6 and 1. 7 million people under the age of 18 will experience homelessness this year alone.A homeless youth is someone who is 21 years of age and younger who is unaccompanied by a parent or guardian and is without shelter where appropriate care and supervision is available, whose parent or guardian are unable or unwilling to provide shelter and care or who lacks a fixed regular and adequate nighttime residence. Thesis: Tonight I want to speak to you about the problem of homeless youth, and what you can do to help these teens. Body: I: The truth about being homeless You don’t always see homeless youth. They aren’t all â€Å"living on the streets† their living in cars, their couch surfing, their sleeping in peoples hallways or stays at friend’s houses. * It’s the youth that can’t get help because their under 18 and you have to be 18 to rent an apartment unless you’re emancipated. Most landlords won’t rent to teens based on the assumptions about age and irresponsibility and few have never rented before and have no previous landlord to list as references. . * The biggest problem for most youth under 18 is they don’t have the finances to afford an apartment.Most 1 bedroom apartments go for about $400 – $800 a month. Why are they Homeless? * Some leave home because of parents fighting * Domestic Violence * Physical Abuse, Sexual Abuse, Mental Abuse, Emotional Abuse * Parents done take care of them There are so many reasons why teens leave home. Sometimes they have no other choice to leave home. II: Statistics * As of January 200 9 there were 132 homeless teens in Lewiston High School, 32 homeless teens in Auburn High School and 52 teen enrolled In the Ace Program. That’s 215 homeless teenagers. Most of the youth that are homeless suffer from severe anxiety and depression, poor health and nutrition and low self- esteem. They also suffer from other mental health problems and most have substance abuse issues, as well as age – appropriate development and behavioral disabilities. Many are survivors of abuse, neglect, and violence. * Homeless youth often lack life and social skills necessary to, for example, take care of themselves well, maintain personal relationships, and hold a job as well as maintain an apartment. Over 60% of the youth that use any of the New Beginnings Programs have a mental health diagnosed. Now that I have explained to you the real reason why teen are homeless let me show you some ways that can help out these teens. III: Places who help youth * Lewiston and Auburn does have N ew Beginnings Shelter (491 Main Street) that can help teens from the ages 11 – 19. They have 12 beds and you can stay there for a maximum of 3 weeks depending on your circumstances. It is considered a â€Å"dry shelter† which means you are not a loud to use drugs or alcohol during your stay.They operate 24 hours a day and offers programs and supervision during the day. * New Beginnings Transitional Living Program (597 Main Street) provides housing and supportive services to help youth ages 16 – 19. They help youth learn and develop skills to live independently. These apartments have 24 hour on site staff supervision. * New Beginnings Community Living Program (436 Main Street) helps teens 18-22 provides then with an apartment which they may have a roommate living with them. Also provides case management and helps develop living skills.Youth have to be in school or working towards their GED or be working to stay at the CLP. New Beginnings also has Community Living Program in the Farmington and Augusta area. * Volunteers of America’s Lewiston – Auburn Homeless Youth Program is an outreach program that provides case management services to connect youth with safe housing and resources. As with the CLP you have to be in school or working toward their GED. VOA recently received a TLP grant and plans to provide scattered site apartment transitional living in he future. * New Beginnings Outreach Program (245 Lisbon Street) is a drop in center for youth ages 14-21 who are homeless or at risk of becoming homeless. The drop in center, open Monday through Friday in the afternoon, provides meals, laundry facilities, and supplies and clothing. For youth on a tight budget, these services can help them save money to put towards rent and bills. Other services they include are group activities, case management, help finding housing, referrals to other community resources.This morning I have giving you why the teens in Lewiston Auburn need your help. I have talked about the possible reasons why they are homeless; I have given you some statistics about the homeless in Lewiston and Auburn High School and told you about the places that help the youth here in Lewiston and Auburn. I am passing out a list of things that you can donate and the place that you can donate then to. I hope when you do your spring cleaning here in a few weeks that you remember those teens that are out there in the towns that you live in and think say I can help them.

Company Profile Bigmak - 2066 Words

L.C. BIGMAK BURGER, INC. Company Profile Lucena City, Quezon Philippines, 4301 CORPORATE HEAD OFFICE : SPC Compound, Diversion Road, Domoit, Lucena City 4301 CONTACT NUMBERS : Telephone Numbers Fax Number : (042) 373-5664 / 660-3655 / 373-0592 : (042) 373-7457 EMAIL ADDRESS : lcbmi01@yahoo.com WEBSITE : http://www.lcbigmak.com FOUNDING DATE : November 8, 1984 OWNERSHIP : Founded and operated - 100% Filipino INDUSTRY : Retail and Food Service NETWORK : Over 800 outlets with 12 branches nationwide BRANCH LOCATIONS NUMBER OF EMPLOYEES : ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · ï‚ · AGOO VIGAN ISABELA/CAGAYAN TARLAC BICOL CALABARZON MINDORO CEBU PANAY ISLANDS NEGROS SAMAR/LEYTE - Agoo, La Union Bantay, Ilocos Sur San Fermin, Cauayan, Isabela San†¦show more content†¦This building became the new office and production area. At this time, the LC Big Mak Burger, Inc. had thirty (30) outlets that served the public from Lucena City to San Pablo and other various towns of Quezon, Batangas, Laguna and and eventually had gone up to more than 100 outlets in Calabarzon areas. Starting the year 1988 and for the succeeding next five (5) years, LC Big Mak Burger, Inc. ventured into more branches in Metro Manila and nearby towns of Cavite, Rizal and Bulacan. Neopolitan areas covered more than 50 outlets. Going to the North up to Tarlac, La Union and Ilocos. Expansion has widespread that it covered sideways of the eastern part of Luzon to Isabela and Cagayan. Total outlets established were more than 200 outlets. Within these five (5) years of operation, LC Big Mak Burger, Inc. has covered the entire Luzon. These expansion programs were brought rapidly by the profitable venture and increased sales. The company acquired properties in Tarlac, Isabela and in Quezon City, which housed the branch offices, bakeries and depots. Several food centers were also opened on these periods. During the same period, due to the continuing expansion coverage of area of operation, the demands for additional delivery and transport service was needed. The management created a trucking and motor pool service to support its operation, thus the MDL Trucking Services (which was named after their 3 children, Mark, Dave

From The Different Pairs Of Artists That Were Given To

From the different pairs of artists that were given to do this research paper on I have decided to compare and contrast the pieces of Andy Warhol’s â€Å"Coca-Cola† and El Anatsui’s â€Å"Between Heaven and Earth†. I decided on writing about these two artists that of which both of their pieces caught my most attention because of their spirited and diverse works of art. Both, Andy Warhol and El Anatsui are prominent artists in their own fields and have made many more renowned pieces. The two artists, Warhol and Anatsui, have different techniques of expressing art, but can in some ways be comparable. Andy Warhol was a popular American Pop artist who had a prosperous career and was known for producing consumer culture pieces. Warhol was really drawn†¦show more content†¦He always painted something materialistic wise while his style was to make it seem vibrant and Warhol overtime would start and finish the way he wanted the art piece to be like. Warho l was fascinated with adding the pop to pop art. He was fond of using energetic colors and the artwork always had to do with something being materialistic and in a way he, himself, advertised whatever he had painted. The other things he painted or in a way advertised were â€Å"Campbell’s Soup Cans†, â€Å"Marilyn Diptych†, and â€Å"Eight Elvises†. He had used the screen-print on many more occasions and they are all of his famous pieces. Andy Warhol wanted to use Coca-Cola in his painting because of how famous the drink was in the America society and how everyone could buy the same Coca-Cola without getting anything different. Warhol was criticized for being superficial about his painting and that he was overrated as an artist. Paul Mattick quotes Andy Warhol, â€Å"If you want to know all about Andy Warhol, just look at the surface: of my paintings and films and me, and there I am. There’s nothing behind it.† Furthermore, he used one hundr ed and twelve bottles of Coca-Cola to represent the ubiquitous drink in America. He used vibrant colors in this piece, but did not keep the sameShow MoreRelatedDark Artillery : New Contrabands, No Change1747 Words   |  7 Pagesbelieved that they finally saw an opening to freedom. However, being a contraband did not mean instantaneous freedom and equality – they were nearly treated the same way as slaves. Contrabands were seen as tools instead of soldiers within the Union lines. In 1861, a cartoon titled Dark Artillery was published in Frank Leslie’s Illustrated Newspaper by an unknown artist and dehumanized contrabands, stripping them of their human qualities by depicting them as parts of canons. 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Personal Narrative Essay Models - 3252 Words

Personal Narrative Essay Models Some may not be of high literary quality, but they do show personal transformation and reflection. Others may contain inappropriate subject matter for some communities. However, they can be very useful in encouraging students to write. By choosing a suitable model, demonstrating annotation and applying the steps of the writing process, teachers can help young adults to compose effective personal narrative essays. Begin by allowing the students to review narrative models. Present the model to the class as a whole. Teachers may want to read it out loud so that the dramatic aspects of the narrative are clear. Guide discussion with questions like these: * What event caused the narrators life to change?†¦show more content†¦Using overhead and transparency of essay (homework), the teacher will highlight important parts, including (but not limited to) personal narrative, point of view, authors feelings or opinion on topic, and the thesis. Teacher will discuss with students how w e might make this particular thesis fit a general formula for personal essays. | Practice: | (5 minutes: Class Discussion) Class discusses ways to create a general thesis for this particular essay. Teacher records answers on overhead and gives suggestions when helpful. (20 minutes: Pair work) Students work in pairs to examine the structural contents of the same essay. They highlight important things they see such as voice, point of view, narrative, choronological time-lines, conflict, resolution, etc. | Checking For Understanding: | (10 minutes: What did we find?) Students, guided by teacher, share what they discovered about the structure of the body of a personal essay. Teacher writes results on T-chart transparency. (10 minutes: Working together) Working together, students and teacher work through the conclusion, calling out important structural elements they see. 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Position of Aborigines for Conventions -myassignmenthelp.com

Question: Discuss the position of aborigines and natives under the Malaysian Laws and the International Conventions. Answer: Abstract: In the present research paper an attempt has been made to discuss the position of the aborigines under the Malaysian law and also under the International Conventions that are relevant in this regard. In the present era of globalization and modernization, the indigenous people have to suffer a lot throughout the globe as they are being pushed out of their ancestral lands to make way for development activities. In case of Malaysia also, the Orang Asli or the aboriginal people are politically marginalized and they're not in a position adequately protect their legal rights. The result was that these people were considered as tenants on their own ancestral land. The legal recognition of the rights of the aboriginal people took place in the form of Aboriginal Peoples Act, 1954. But these provisions need to be considered in their historical context. They were introduced when the British colonial government was dealing with communist insurgency. Apart from the legislative movements, there ha ve been certain decisions given by the court that have taken a step forward in the direction of recognizing the legal rights of the aboriginal people of Malaysia. While giving these decisions, the courts also considered the position in other jurisdictions like Australia and Canada. There are international conventions like the UN Declaration on the Rights of Indigenous People that those who work for ensuring the legal rights of the aboriginal people. Introduction: The rights of the aboriginal people are inadequately protected in all the states of the world, if at all by the formal legal systems of these countries. While tremendous development is made in the field of modernization and globalization, increasingly the indigenous people are being pushed out of their ancestral lands as the states continue to acquire indigenous land for the purpose of development activities. In case of Malaysia, the term 'Orang Asli' is used to refer the diverse variety of indigenous people were living in peninsular Malaysia. The cultures and societies of these people are closely associated with their ancestral lands. But they have become the victims of a large number of development projects initiated by the government of Malaysia, which encroach on their ancestral lands (Crawford, 2001). Under these circumstances, an attempt has been made in the present research work to evaluate the position of aboriginals and the native people in Malaysia under domes tic law and also the international conventions to which Malaysia is a party. The Orang Asli: It has been claimed that under the modern Malaysian state, the Orang Asli have been politically marginalized, and it could not adequately protect the legal rights of these people. However, the groundbreaking decision given in Sagong Tasi and Ors v Kerajaan Negeri Selangor and Ors (2002), the rights of these people were recognized by the High Court and it was also mentioned that the government of Malaysia had certain obligations and duties towards these people. Before this decision, the government of Malaysia considered the Orang Asli only as the tenants on their ancestral land, who did not have any title to the land and which formerly belonged to the government of Malaysia. Under such circumstances, the rights of Orang Asli were susceptible to revocation by government at any time. In fact, this position was advanced in the court by the State government of Selangor in the above-mentioned case also (Bernama News Agency, 2003). However, this argument of the State governm ent was dismissed by the court and be recognized that the Orang Asli had a native title under the common law. The Orang Asli is less than 0.5% of the multi-cultural and multi-ethnic society of Malaysia. The term Orang Asli had been used for the first time by the colonial British government in Malaysia. The meaning of this term is the 'original people' in Bahasa Malaysia, the native tongue of the Malays. It is also worth mentioning that the land rights of Orang Asli have not been formally codified by the law in Malaysia. On the other hand, these rights have either been ignored or eroded by the federal laws. For example, the National Land Code, 1965 completely denies the presence of the land rights of Orang Asli under the former legal system. This code has been derived from the Torrens land registration system of Australia and provides that all the land is owned by the Malaysian state. The individuals have private land interests only after they are registered in the land registry. On the other hand, the land belonging to Orang Asli had been passed down traditionally from generation to generati on. Therefore it follows beyond the land registration system of Malaysia and hence it technically belongs to the Malaysian State (Kingsbury, 2001 p89). At the same time, the land acquisition act also provides that the government of Malaysia may acquire land. At any time, which includes the land that is occupied under customary right for the objectives mentioned in the Act. Article 3, Land Acquisition Act has been widely interpreted by the courts in Malaysia. The government is not required to specify the exact purpose for which the acquired land is going to be used. The declaration made by the government that the land is going to be acquired for a public purpose can be challenged only due to the reason that the government as either active mala fide or gone beyond its statutory authority and it is worth mentioning that both these grounds are difficult to prove (Nicholas, 2000). Aboriginal People's Act: The recognition of the statutory legal rights of the Orang Asli have been mentioned in the Aboriginal People's Act, 1954. However, these provisions have to be understood in their historical context. This legislation had been enacted by the Colonial Government when it had to deal with the communist insurgency during the pre-independence Malaya. The government was aware of the fact that Orang Asli communities with providing food, intelligence and other support to the Communist insurgents (Yap, 2002)). Some persons from these communities had even joined the Communists and taken up arms against the British. Therefore, with a view to win over the support of Orang Asli, the Department of Aborigines was established by the government (Williams-Hunt, 1995). Similarly, it also established 'jungle forts' with a view to providing health education and welfare to Orang Asli. The Aboriginal People's Act provides the power to the Minister to declare some parts of land has be en protecting the aboriginal reserves. But it is worth mentioning at this point that under the Aboriginal People's Act, Orang Asli are not treated as the legal owners of these reserved areas (Anaya, 1987). Similarly, they does not provide for the payment of compensation by the government of Malaysia in case these reserves are acquired. Hence, while Section 10 of this legislation provides that the government of Malaysia shall and must provide compensation in case of acquiring the crops of Orang Asli, it has only been mentioned in section 11 that compensation 'may' be provided by the authorities for acquiring reserves or areas of the aboriginals (Wiessner, 1999 p58). Therefore, a degree of discretion has been provided to the authorities in this regard. Recent Decisions: The recent decisions given by the Malaysian courts have also tried to provide a formal legal recognition to the rights enjoyed by the Orang Asli within the legal system in which these rides were excluded till now. For example, it was stated by the Johore High Court in Adong Bin Kuwau and Ors v Kerajaan Negeri Johor and Anor (1997) that the native land rights of Orang Asli can be recognized under the common law. For arriving at this conclusion, the court had considered the decisions coming from several other common law countries like Australia and Canada where a formal registration system for land law is followed as is the case with Malaysia. The court further stated that the rights of Orang Asli, have to be decided, keeping in view the traditions of the indigenous people. For this purpose, the court cited the landmark decision given in Mabo. Another groundbreaking decision was given by the Selangor High Court in Sagong Tasi and Ors v Kerajaan Negeri Selangor and Ors (2002). It was held that the native title of Orang Asli to the ancestral lands existed under the common law. International Conventions: Malaysia had voted for the United Nations Declaration on the Rights of Indigenous People (UNDRIP) and it is also endorsed the outcome document from the World Conference on Indigenous People. However, it has not ratified the ILO Convention 169. The ILO Convention 169 requires the nations to recognize the specific cultural and economic rights of indigenous people. Similarly, also requires them to undertake special measures to deal with marginalized and vulnerable groups. However, only 22 nations have ratified this convention, although there are much more constitutions across the world, which provides a special status to the aboriginal people of different extents and with different implications. In this regard, there are three major international instruments focusing on the rights of aboriginals (Stavenhagen, 2002). These are the UN Declaration on the Rights of Indigenous People (UNDRIP) and the two ILO Conventions Nos 160 and 107. It is worth mentioning that the provisions mentioned in UNDRIP and the ILO Convention 169 are compatible with each other and mutually reinforcing. UNDRIP has resulted in bringing a remarkable universal change in the protection that is provided to the aboriginal people throughout the world. The UN General Assembly adopted this declaration in 2007. It was passed by 143 states that have voted in favor of the declaration. Conclusion: Malaysia was one of these states that have voted in favor of UNDRIP. Although in the form of a declaration, it is not legally binding per se, but a declaration can be treated as binding to the level that it becomes a part of customary international law, through confirming safe practice and also opinion juris. Customary law can be demonstrated by providing evidence regarding the presence of a general practice that is accepted as law (Ellickson, 1993). In the end, it can be said that still most of the Orang Asli are not aware of their legal rights that have been mentioned in the context of law. Similarly, most of them are not familiar with the process of seeking justice in the present legal system. Therefore they rely on the interpreters of law - lawyers, judges, JHEOA officials and symbols like the actors who need to help them with their everyday struggles. References Anaya, J. (1987) The Capacity of International Law to Advance Ethnic or Minority Claims, Iowa Law Review 75, pp 843 Bernama News Agency (2003) Suhakam Report on Orang Asli Basic Rights Ready Next Week, 15 December 2003 Crawford, J. (2001) The Right to Self-determination in International Law, in Alston, Phillip (eds) Peoples Rights (Oxford: Oxford University Press). Ellickson, R. C (1993) Property in Land, Yale Law Journal 102, p 1315 Kingsbury , B. (2001) Reconciling Five Competing Conceptual Structures of Indigenous Peoples Claims in International and Comparative Law, New York University Journal of International Law and Politics 34, p 89 Nicholas, C. (2000) The Orang Asli and the Contest for Resources: Indigenous Politics, Development and Identity in Peninsula Malaysia, Copenhagen: International Work Group for Indigenous Affairs. Stavenhagen, R. (2002) Report of the Special Rapporteur on the Situation of Human Rights and Fundamental Freedoms of Indigenous Peoples, E/CN.4/2002/97, 4 February 2002, pp 12 Wiessner, S. (1999) Rights and Status of Indigenous Peoples: A Global Comparative and International Analysis, Harvard Human Rights Journal 17, pp 58 126 Yap M. C. (2002) For a Voice the Orang Asli can call their own, Malaysiakini, 312 August 2002. Available at:https://www.malaysiakini.com Williams-Hunt, A. 1995 Land conflicts; Orang Asli ancestral laws and state policies, in: R. Razha (ed.), Indigenous minorities of Peninsular Malaysia; Selected issues and ethnographies, pp. 36-47. Kuala Lumpur: INAS Adong Bin Kuwau and Ors v Kerajaan Negeri Johor and Anor [1997] 1 MLJ 418 Sagong Tasi and Ors v Kerajaan Negeri Selangor and Ors [2002] 2 CLJ 543 Mabo v. Queensland (1992) 175 CLR 1 Kerajaan Negeri Johor Anor v. Adong Kuwau Ors, 2 MLJ 158 (1998