Fitzpatrick Skin type

The classification of skin type known as the Fitzpatrick skin type (or phototype) depends on the amount of melanin pigment in the skin. This is determined by constitutional colour (white, brown or black skin) and the result of exposure to ultraviolet radiation (tanning). Pale or white skin burns easily and tans slowly and poorly: it needs more protection against sun exposure. Darker skin burns less and tans more easily. It is also more prone to develop postinflammatory pigmentation after injury (brown marks).

Skin type Typical Features Tanning ability

I	Pale white skin, blue/hazel eyes, blond/red hair	Always burns, does not tan
II	Fair skin, blue eyes	Burns easily, tans poorly
III	Darker white skin	Tans after initial burn
IV	Light brown skin	Burns minimally, tans easily
V	Brown skin	Rarely burns, tans darkly easily
VI	Dark brown or black skin	Never burns, always tans darkly

Type 1

Type 3

Type 4

Making sense of the Ethnic Relations course

22 Jul 2006

---

Ethnic Relations, a new subject in universities, is seen by many as something that cannot be taught in the classroom as integration and understanding should come naturally. ANIS IBRAHIM spent an afternoon sitting through one of the lessons at Universiti Putra Malaysia to find out if it could.

HOW does one teach a subject like "Ethnic Relations"? How does one teach a group of people, first, that they should be kind to others no matter the ethnicity of the "other" and, second, how and why they should do so?

In an attempt to find answers to those questions, I was assigned to sit in at an Ethnic Relations lecture at Universiti Putra Malaysia.

I, for one, was curious to know what materials would be relied on. I was also prepared to sneak into the lecture hall and plead ignorance to university regulations if necessary, but the entire process turned out to be rather open and transparent.

The lecturer, Dr Amini Amir Abdullah, was at first wary of letting a journalist in, but finally allowed me to attend his lecture.

There were about 70 students in the class that day. Although the group was mixed with first-year students of different ethnic backgrounds, there was a marked Malay majority. The rest of the seats were taken up by Chinese and Indian students.

I also noticed that there were no distinct "racial seating boundaries", which I thought was rather apt for the nature of the subject.

Amini went through the history of the various ethnic groups in Malaysia, including why and when the second largest group — the Chinese and the Indians — had come here.

He also mentioned the Malacca Sultanate, which saw dozens of nationalities mingling with each other.

"Racial integration during that time, however, was superficial, as it was merely to carry on trade and to ease communication.

"Our present integration is at a much deeper level. There is a purpose to our solidarity, as all of us have made Malaysia our country," he said.

For what some would describe as a dry subject, the students appeared to be paying attention and taking notes, although there was the occasional whisper or giggle from the back rows.

Only one question was raised, however, throughout the two-hour lecture.

"Would the presence of foreign nationals jeopardise our racial integration?" asked a Malay student.

Amini said that would not be possible as "foreign nationals add to the flavour of the country and may help the country move along if they also provide us with labour. If our ties are strong enough, foreigners won’t affect our relations".

A student I spoke to later said: "We already know how important it is to be respectful of each other. I’m only in this class because I have to attend it."

I left UPM that day with mixed feelings.

Although I felt the purpose of the classes was a good idea (anything that can help to strengthen ties in a multi-racial country can’t be a bad thing), I couldn’t decide whether the classes would be enough to achieve what they were supposed to.

Teachers can teach, but students must actually learn what is taught.

Mustapa to meet ethnic relation subject committee

PUTRAJAYA: Higher Education Minister Datuk Mustapa Mohamed will meet the panel appointed to evaluate the controversial ethnic relations subject today to fine-tune outstanding issues. 

The committee was asked to go through the draft module of the subject due to be published by the Ministry soon. 

Upon completion of the evaluation, Mustapa said, the revised draft module would be presented to the Cabinet for approval. 

He was unable to confirm when this would be.  

The Cabinet decided on Wednesday to withdraw the original module drawn up by Universiti Putra Malaysia (UPM).  

Prime Minister Datuk Seri Abdullah Ahmad Badawi had said that sensitive racial issues should not be incorporated in a book used by undergraduates. 

Mustapa said the ministry had to step in because of the sensitive nature of the content, and added that this was an exception. 

“There is no university in the world that edits all the books a student reads, “ he said at a Memorandum of Agreement signing ceremony between the University of Nottingham and seven public universities for postgraduate programmes.  

“You cannot expect me to do that in Malaysia. Universities have their academic freedom to teach and discuss.  

“In this case, the (ethnic relations) book is sensitive, so it has to be approved by the ministry.” 

On press reports of fake degrees, Higher Education Management Department director-general Prof Datuk Dr Hassan Said, who was also at the function, said that action would be taken as it was damaging to the reputations of both public and private higher education institutions. 

“With technology advancing at such a rapid speed and more people obtaining their qualifications online, we need to create awareness and inform the public that this is not the right way to go about it,” he added.