Volume 10, number 2, December 2022
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Item The TRIPS agreement : ready or not, Maldives went for it(ރިސާރޗް ޑެވެލޮޕްމަންޓް އޮފީސް، ދިވެހިރާއްޖޭގެ ޤައުމީ ޔުނިވަރސިޓީ, 2022-12) ފަޒީލް ނަޖީބް; Najeeb, FazeelThis article provides an overview of how the TRIPS Agreement came into being, and uses this as a background context to the Maldives’ membership of the WTO, by which Maldives also became a contracting party to the Agreement. The objective of the article is to shed light on the readiness of Maldives for the obligations that the Agreement creates and to what extent the country has been able to meet those obligations thus far. The article is largely based on the review and analyses of literature, discussions, and the author’s own involvement in the process of the Maldives’ membership of the WTO. The article finds that Maldives is encountering daunting challenges in implementing the Agreement.Item The antibacterial properties of stingless bee honey in Malaysia and its effects as food preservative(Research Development Office, The Maldives National University, 2022-12-01) Julika, W. N.; Ajit, A.; Naila, A.; Nabilah, N. F.; Aliyah, N. A.; Sulaiman, A. Z.; ޑަބްލިޔޫ. އެން. ޖުލިކަ; އެޭ. އަޖިތް; އޭ. ނައިލާ; އެން. އެފް. ނަބީލާ; އެން. އެފް. އަލްޔާ; އޭ. ޒެޑް. ސުލައިމާންItem Assessment of trans-fats in the Maldivian diet(Research Development Office, The Maldives National University, 2022-12-01) Abdul Raheem, Raheemaa; Naila, Aishath; Ismail, Aishath Shaheen; Kasturi, Kamal; ރަހީމާ އަބްދުއްރަހީމް; އައިޝަތު ނައިލާ; އައިޝަތު ޝާހީން އިސްމާއީލް; ކަމާލް ކަސްޓަރިItem ކޮންސްޓިޗުއެންޓް ސްޓްރަކުޗަރ އިން އީކުއޭޓަނަލް ކްލޯސަސް : އަ ކޯރޕަސް އެނަލައިސިސް އޮފް ދަ ދިވެހި ލޭންގުއޭޖް(Research Development Office, The Maldives National University, 2022-12-01) އަޒީޒާ އަފީފް; Afeef, Azeezaޚުލާޞާ: އިންޑޯއާރިއަން ޢާއިލާއިން ކަފިވެގެން އޭޝިޔާ ބައްރަށް ފެތުރިފައިވާ ބައެއް ބަސްބަހުގައި ހިމެނޭ އެއް ސިފައަކީ، ކަން ނުހިމެނޭ ނަމުގެ ޖުމުލަ ހުރުމެވެ. މިފަދަ ނަމުގެ ޖުމުލައިގެ ތެރޭގައި ދެބައިހަމަ ޖުމުލަ )އީކުއޭޝަނަލް ސެންޓެންސް( އާއި ނަންއިތުރުގެ ޖުމުލަ )އެޖެކްޓިވަލް ސެންޓެންސް( ވެސް ހުރެއެވެ. ދިވެހިބަހުގައި ވެސް ނަމުގެ ޖުމުލަ ހިމެނޭކަން ދޭސީ އަދި ބިދޭސީ ބަހަވީންނާއި އެކަށައަޅާ ގަވާއިދު ލިޔުއްވާފައިވާ ބޭފުޅުންގެ ލިޔުއްވުންތަކުން ފާހަގަކުރެވެއެވެ. މީގެއިތުރުން، ދިވެހިބަހުގައި ދެބައިހަމަ ޖުމުލަ ހިމެނޭކަން ބިދޭސީ ބައެއް ބަހަވީން ފާހަގަކުރައްވައެވެ. ނަމަވެސް، ދިވެހިބަހުގައި ހިމެނޭ ދެބައިހަމަ ޖުމުލައާއި ދެބައިހަމަ ބަސްކޯޅީގެ ތަފުސީލީ ތަހުލީލެއް ކުރައްވާފައިވާތީއެއް ނުފެނެއެވެ. އެހެންކަމުން މި ދިރާސާގައި ބަލައިލާނީ ސާދާ ޖުމުލައިގައި ދެބައިހަމަ ބަސްކޯޅި އެތުރި ތަރުތީބުވާ ގޮތެވެ. ވީމާ، މި ދިރާސާގައި ތަހުލީލުކުރެވުނީ، އެއް ބަސްކޯޅި ހިމެނޭ ދެބައިހަމަ ޖުމުލައެއްގައި ބަހާތައް އެތުރޭ ގޮތާއި ތަފާތު ބަހާތަކުގެ ކުރިއަށާއި ފަހަތަށް އިތުރުކުރެވޭ އިތުރު ބަހާތަކަކީ ކޮބައިކަމެވެ. މި ދިރާސާ ކަރުދާސް އެކުލަވައިލީ، ޑާޓާގެ ގޮތުގައި ބޭނުންކުރި ދެ ބަސްމާފާނަކުން ސާންޕަލް )ސުންކު( ނަގައިގެންނެވެ. މައިގަނޑު ގޮތެއްގައި ބޭނުންކުރީ ބަސްމާފާނު 1އެވެ. ބަސްމާފާނު 1ގެ ޖުމުލަތައް ތަހުލީލުކުރީ، އެކްސެލްޝީޓެއްގައި ޖުމުލަތައް ރުކުރުވައިލުމަށް ފަހު، ކޮންމެ ޖުމުލައެއްގައި ހިމެނޭ ވަކިވަކި ބަސްކޯޅިތައް ވަކިވަކިން ފާހަގަކޮށް ކޯޑުތަކެއް ދީގެން އޮޓެމެޓިކުން ގުނޭނެ ފަދަ ފޮމިއުލާއެއް )މާދަލާއެއް( ބޭނުންކޮށްގެންވެ. ބަސްމާފާނު 2 ބޭނުންކުރީ، ބަސްމާފާނު 1ގެ ހޯދުންތަކާ ގުޅިގެން އިތުރަށް ބޭނުވި ސުންކުތައް ”ސަރޗް ޓޫލް“ ބޭނުންކޮށްގެން ހޯދުމަށް ޓަކައެވެ. މި ދެ ބަސްމާފާނު ބޭނުންކޮށްގެން ސުންކުގެ ގޮތުގައި ކަނޑައެޅި ޖުމުލަތައް، ”ކޮލިޓޭޓިވް“ )ސިފަވީ( އުސޫލުތައް ބޭނުންކޮށްގެން ސިފަކޮށްދީފައިވާނެއެވެ. މި ސިފަކުރުންތަކުން ނުކުތް ނަތީޖާތަކަށް ބަލާއިރު ދެބައިހަމަ ސާދާ ޖުމުލައެއްގައި އިސްބައިގައި އަދި ޚަބަރުގައި ވެސް އިސް ދައުރެއް އަދާކުރަނީ ނަމުގެ މައިގަނޑެވެ. މި ދެ ނަމުގެ މައިގަނޑު ގުޅުވައިދޭ ފާހަގަތަކަކީ ”އަކީ“ އަދި ”އީ“ އެވެ. ނަމުގެ މައިގަނޑުތަކުގައި އިތުރު ބާހަތައް ވެސް އެކުލެވެއެވެ. މި ގޮތުން، ނަމުގެ މައިގަނޑެއްގައި އެއް ނަމަށް ވުރެ ގިނަ ނަން ހިމެނިދާނެކަމާއި ނަމުގެ މައިގަނޑުގެ ކުރިއަށް ނަންއިތުރުގެ މައިގަނޑުތައް އިތުރުކުރެވޭކަން ވެސް ހާމަވިއެވެ. މި ނަންއިތުރުގެ މައިގަނޑުތަކުން ނަންއިތުރު، ނަންއިތުރުގެ ޢިބާރާތް އަދި ޕޯސްޓް ޕޮޒިޝަނަލް ފްރޭޒް )ފަހުވިއްދި ލަފުޒުގެ މައިގަނޑު( ފާހަގަވެއެވެ. މީގެ އިތުރުން ވެސް ތަފާތު ދައުރުތައް އަދާކުރާ މައިގަނޑުތައް ދެބައިހަމަ ބަސްކޯޅީގެ ކުރިއަށާއި މެދުތެރެއަށާއި ފަހަތަށް ވެސް އިތުރުކުރެވޭކަން ފާހަގަކުރެވުނެވެ. ވީމާ، މި ހޯދުނު އައު ހޯދުންތަކާ އެކު، މި ދިރާސާއިން ދިވެހިބަހަށާއި ބަހަވީ ޢިލްމަށް އިތުރު ކުރިއެރުމެއް ލިބުނީއެވެ. މުހިންމު ލަފުޒުތައް: ބަސްކޯޅި، ސާދާ ޖުމުލަ، ދެބައިހަމަ ބަސްކޯޅި، ނަމުގެ މައިގަނޑު، ނަންއިތުރުގެ މައިގަނޑު One feature of some South Asian languages of the Indo-Aryan language subfamily is the existence of simple sentences that do not include a verb in their predicate. Such sentences may be categorised into two groups: equational versus adjectival clauses or sentences. Literature from local and overseas researchers indicates the presence of non verbal sentences in the Dhivehi language; and overseas researchers have indicated the presence of equational clauses in the Dhivehi language. However, there does not appear to be in-depth analysis of the structure of such equational clauses, and therefore the purpose of this paper is to address this research gap. Accordingly, simple sentences consisting of one independent clause were analysed to determine their constituent structure, syntactic formation, and function. The data reported in this paper is based on sample sentences taken from two corpora that were developed to analyse the Dhivehi language. All 2585 sentences in the primary corpus were analysed for their clause structure while the second corpus of 10675 sentences were relied upon, where required, for further clarification for sentence structures found through the first corpus. The constituent structure was identified by separating out the clauses, phrases, and words in each sentence and then extracting the clause types and summing them using advanced features of Microsoft Excel. The data was analysed using a qualitative descriptive approach and the results are presented to show the constituents of the clauses, determine the role of these constituents, and then outline the clause structure. These findings show that both the referring expression and the predicate of the equative clause consist mainly of noun-phrases and both these noun-phrases are conjoined with the particle “akee” or “ee”. The findings also show that the noun-phrase may contain additional constituents. Accordingly, one noun-phrase may contain more than one noun and there can be adjectival phrases before a noun-phrase. Additionally, these adjective phrases or adjectival phrases may contain adjectives and postpositional phrases. Furthermore, additional phrases were identified that can be added before, after, or within an equational clause. These novel findings on the syntax of the Dhivehi language .have implications for teaching as well as further research of Dhivehi language Keywords: Cause, simple sentences, equational clause, noun phrase, adjectival phraseItem Lived experience of subject matter experts in the instructional design process for blended learning at The Maldives National University : a phenomenological study(ރިސާރޗް ޑެވެލޮޕްމަންޓް އޮފީސް، ދިވެހިރާއްޖޭގެ ޤައުމީ ޔުނިވަރސިޓީ, 2022-12-01) Adam, Ibrahim; އިބްރާހީމް އާދަމްBlended learning requires the detailed combination of both in-person and online learning activities. To achieve the best result of improved learning outcomes, the conversion of a face-to-face course for blended learning delivery should follow a systematic process of instructional designing. The process involves collaboration between instructional designers (IDs), who are well-trained in adult pedagogical methods, and faculty Subject Matter Experts (SMEs), who provide expertise on the content to be delivered through the blended course. As a review measure on the instructional design process at the Maldives National University (MNU), this study explored the experiences of SMEs as they interact with instructional designers to design and develop blended learning courses. Ten SMEs who collaborated with instructional designers in the instructional design process for different subjects for the past four years were interviewed to share their experience. The thematic analysis of the results depicted that the instructional designing process improved their pedagogical approach and delivery with increased student satisfaction and made the teaching and learning process easier and effective. Along with it many agreed that the academic workload is a major challenge. The study implies instructional design process as a requirement for the best result of improved learning outcomes in blended learning. The process allows the implementation of blended course structures and pedagogical choices for interaction, material distribution, learning facilitation, direct instruction and constructed organisation and design throughout the course with dedicated student participation and critical reflections for both in-person and online learning. Hence, the process should be continued and solutions should be sought to overcome the challenges for the successful implementation.