2. Lack of facilities

3. Lack of proper management 

4. University Image toward the public eye.

5. Actions that can be done by all parties involved to improve the cleanliness and facility of the residential colleges. 

Part C:
1. MPP (Department of student well being) - Siti Zulaikha Ilani binti Mohd Abdi

2. JKM - Nurul Hanani binti Zulkepli 

3. Head of Residency Unit - Siti Nafisah binti Bekti Lelana

4. Deputy of Vice Chancellor (Development) - Nik Muhammad Haziq bin Nik Abdul Aziz 

2. Discuss the anti-corruption measures that Malaysia has implemented, and how successful have they been?

3. Are there any countries in this world that Malaysia can learn in fighting corruption?

4. Discuss the main causes of corruption in Malaysia, and what steps may be taken to remedy them?

5. Discuss the effects of corruption on ordinary citizens in Malaysia?

Part C:
1. President of Malaysia Corruption Watch (MCW): SAIFUL MASRI BIN NOR ROSLAN
2. Minister in Prime Minister's Department (Law and Institutional Reform): ZAKUAN FIKREE BIN ZUHAIREE
3. Inspector-General of Police of Malaysia: WARREN BRIAQ ANAK MANCHA
4. Chief Commissioner of Malaysian Anti-Corruption Commission (MACC): SYED AZLI BIN SYED PUTRA

PART B: SITUATION
Child marriage is a violation of children’s human rights. Despite being prohibited by international human rights law and many national laws, child marriage continues to rob millions of girls around the world of their childhood. It forces them out of education and into a life of poor prospects, with increased risk of violence, abuse, ill health or early death. While boys are also married as children, child marriage affects girls in greater numbers and with consequences which can be devastating for their health and well-being. 

 It is a serious issue in Malaysia, although the legal age of marriage in Malaysia is 18, there are some loopholes in the law that allow underage marriages to take place. Here's a real-life scenario of child marriage in Malaysia. In 2018, a 15-year-old girl named Nur Fazira Saad was forced to marry a 44-year-old man in Kelantan, Malaysia. Her parents arranged the marriage, claiming that it was for her own good and that they could not afford to care for her anymore. Nur Fazira, who was still in school at the time, was pulled out of school to get married.

After the marriage, Nur Fazira was forced to move in with her husband and his family. She was subjected to physical and emotional abuse, and she was not allowed to leave the house or contact her parents. She was also forced to have sex with her husband, even though she was still a child.

DISCUSSION
1. Discuss the issue and the reason why child marriage is harmful.
2. Discuss the impact of child marriage to the society.
3. Suggest initiative, laws or policies to cope or at least reduce the number of this case.

PART C
1. TAM ZHAN QUAN: President of The Malaysian Council For Child Welfare and is responsible to protect the rights and welfare of children in Malaysia

2. MUHAMMAD HAZEEM BIN ROSLI: National Police Chief responsible for enforcing the newly formed laws and raising awareness of the seriousness of this issue especially on violating human rights.

3. NUR ADRIANA LIYANI BINTI NOORDIN: Ministry of Women, Family and Community Development is responsible to ensure that issue regarding children will be taken seriously on national levels.
4. RELIGION?

There’s an extensive uncertainty & stigma about sex education. Many people think that schools are providing enough sex education to teens; however, too many teens are not getting any helpful sex education. Awareness of sex ed in teenagers affects physical, mental, social & emotional health. When the right comprehensive sex education is offered then it will improve people’s views & beliefs about sex. When teens get quality sex education from trained educators, then they will be able to manage their sexual health.

Discussions:
1. Comprehensive sex education: Should Malaysia implement comprehensive sex education in schools, which includes age-appropriate information about sexual health, reproductive health, relationships, consent, and contraceptives?
2. Cultural and religious considerations: How does Malaysia's diverse cultural and religious landscape influence the approach to sex education?
3. Teacher training and professional development: How can Malaysia ensure that teachers and educators are equipped with the necessary knowledge, skills, and training to deliver effective and accurate sex education?

PART C:
1. Malaysian AIDS Council (MAC)

2. Federation of Reproductive Health Associations, Malaysia (FRHAM)

3. Women's Aid Organization (WAO)

4. Medical Committee of the Federation of Reproductive Health Association of Malaysia (FRHAM).

5. Malaysian Planned Parenthood Association (MPPA)

6. Ministry of Education Malaysia (MOE)

One of the main concerns with using ChatGPT in academic work is the potential for plagiarism. Since ChatGPT is capable of generating text that resembles human writing, it can be tempting for students and researchers to use it to generate content for their project and assignments without properly citing their sources. This can lead to unintentional plagiarism and academic misconduct, which can have serious consequences for those involved.

Another issue with using ChatGPT in academic work is the lack of accountability. It is difficult to determine who is responsible for the content generated by ChatGPT, which can make it challenging to hold anyone accountable for any ethical or legal issues that may arise.

Furthermore, the use of ChatGPT in academic work can also raise questions about the authenticity and validity of research findings. Since ChatGPT is a machine learning tool that is trained on a large dataset of human-generated text, there is a risk that it may perpetuate biases and inaccuracies that exist in the dataset. This can compromise the integrity of research findings and hinder progress in the field.

Overall, the issue of using ChatGPT in academic work is complex and multifaceted. While the tool offers many benefits, it also raises important questions about academic integrity, accountability, and the ethical use of AI in education and research. As such, it is important for students, researchers, and educators to carefully consider the potential risks and benefits before using ChatGPT in their academic work.

It’s not practical for institutions to outright ban ChatGPT. AI has already been incorporated into some university classrooms. We believe AI technologies must be selectively integrated so that students are able to reflect on appropriate uses and connect their reflections to learning competencies. For example, Paul Fyfe, an English professor who teaches about how humans interact with data describes a “pedagogical experiment” in which he required students to take content from text-generating AI software and weave this content into their final essay. Students were then asked to confront the availability of AI as a writing tool and reflect on the ethical use and evaluation of language modes.

Although students should still complete essay assignments, research into academic integrity policy in response to generative AI suggests students should be required to submit drafts of their work for review and feedback. Apart from helping to detect plagiarism, this kind of “formative assessment” practice is positive for guiding student learning.
Feedback can be offered by the teacher or by students themselves. Peer and self-feedback can serve to critically evaluate work in progress.

Moreover, good assessment practice involves an educator observing student learning across multiple contexts. For example, educators can invite students to present their work, discuss an essay in a conference format or share a video articulation or an artistic representation. The aim here is to encourage students to share their learning through an alternative format.

Discussion:
1. Why students prefer using chatGPT to do assignment instead of doing it themselves?
2. The impact of using chatGPT in academic works.
3. The measures must be taken to solve this problem.

PART C:
1. LIM HING YU-Ministry of higher education/edu-Ensure the measure taken are implement in the University or school
2. SAY XIN YEN - Ministry of Science, Technology and Innovation-Raise the awareness of public about this issue and promote the correct way to use the AI application like chatGPT.
3. PUA KHE PENG-Senior lecturer/School teacher-Change the typically teaching & learning process in order to incorporate AI in the process.
4. YEOH SZE YUN-Artificial intelligence developer-Improve the AI to ensure the information provided is genuine and true.