The Maldives National University (Dhivehi: ދިވެހިރާއްޖޭގެ ޤައުމީ ޔުނިވަރސިޓީ) is a public university located in the Maldives. In 1973, the first Ministry of health was created at NMU. In 1974, the vocational and trade center was established, providing mechanical and electrical trades. In 1984 the institution for Teacher education was created. In 1987 a tourism school was established for the sole purpose of tourism in the Maldives. In 1991 The Institute of Management and Administration was created; in order, to train staff for public and private services. In 1998 The Maldives of Higher Education was founded. On January 1999 the Institute of Shar’ah and law was founded. In 2000 College launched first-degree Program: Bachelor of Arts. On 17 January 2011 The Maldives National University Act was passed by the President of the Maldives, The Maldives National University got its name on 15 February 2011.
This study investigates the flow of mixed convective Casson nanofluid with the Cattaneo-Christov model and gyrotactic microorganisms, addressing the effects of thermal radiation, activation energy, and Darcy-Forchheimer. Results obtained by employing MATLAB's bvp5c tool, illustrate that the heat distribution profile is elevated with increasing radiation and thermal source. Additionally, the motile microorganism profile exhibits a downward trend with increasing Peclet and Bioconvective Lewis numbers. Also, the thermal transmission rate increases with boosted Radiation, while the motile density is escalated against the Peclet and Schmidt numbers. This investigation has practical applications in biomedical engineering, chemical and medicinal industries, and biofuel technologies.
Tuberculosis (TB) remains a leading global cause of death. While primary Bacillus Calmette-Guérin (BCG) vaccination offers protection in children, the role of BCG revaccination in adults remains unclear. This study evaluated the efficacy, immunogenicity, and safety of BCG revaccination against TB. A comprehensive literature search through July 2025, with independent data extraction by two reviewers. RevMan version 5.4 was used for analysis by applying random-effects models with 95% CIs. Six RCTs, involving 2400 participants, showed no significant effect of BCG revaccination on initial (RR 0.99) or sustained (RR 0.80) QFT conversion, showing only modest effectiveness against MTB. Immunogenicity evaluation showed a moderate increase in CD8+ T cell (p = .01) and cytokine-producing CD4+ T cell responses (p = .008). Safety analysis indicated increased adverse events, though a reduced risk of upper respiratory tract infections (RR 0.37) was noted. These results highlight a discrepancy between immune activation and quantifiable protection, suggesting limited BCG revaccination benefit in high-risk groups and the need for vaccines with proven protective immunity.
IntroductionThe growing demand for personalized digital learning has increased interest in adaptive e-learning environments that tailor instructional experiences to individual learners. Despite these developments, many online learning implementations still rely on standardized instructional designs that limit meaningful personalization and learner engagement. This study investigates the effectiveness of an adaptive e-learning intervention developed using a human-centered design approach, where learner satisfaction was used as a key indicator of personalized learning experiences.MethodsGuided by a design-based research approach, the study integrates the Felder–Silverman Learning Style Model and the Personalized Learning Design Framework to propose an adaptive e-content development mechanism that combines instructional design principles with learning style categorization. The proposed approach conceptualizes content as modular learning objects in which learning outcomes, instructional materials, and knowledge assessments are adaptively organized to support personalized learning pathways aligned with learners’ style preferences while allowing dynamic adjustments based on evolving learning needs. Two topics within an undergraduate course module were redesigned using this approach to incorporate adaptive instructional content and personalized learning pathways. A mixed-methods intervention study was subsequently conducted with 50 undergraduate students. Learner satisfaction was measured across four human-centered constructs: learner interface, content, learning community, and personalization. Quantitative data were analyzed using descriptive statistics, correlation analysis, and multiple regression analysis, while a focus group discussion provided qualitative insights into learners’ experiences.ResultsThe regression model significantly predicted personalization, explaining 44.5% of the variance in learners’ perceptions. Content (β = 0.418, p = 0.016) and learning community (β = 0.467, p = 0.005) emerged as significant predictors, whereas learner interface was not significant. Focus group findings further highlighted the importance of adaptive learning materials and collaborative interaction in shaping personalized learning experiences.DiscussionThese findings underscore the importance of human-centered instructional design in developing effective adaptive e-learning environments. The study demonstrates that prioritizing adaptive content organization and building collaborative community pathways significantly enhances learner satisfaction and engagement in higher education.
Similar to worldwide trends in the nursing profession, in the Maldives, male nurses' participation in the workforce continues to be shaped by gender dynamics and is often affected by meaningful opportunities and distinct challenges. This study aimed to gain a deeper understanding of why men choose nursing, their working experiences, and career trajectories, offering insights into the challenges and opportunities they encounter. A descriptive phenomenological approach was used to capture the lived experiences of male nurses working in various healthcare settings in the Maldives. Open-ended interviews were conducted with 11 purposively selected participants, and the data were analyzed to identify key themes. The analysis revealed four overarching themes: (1) gendered perceptions, acceptance, and belonging; (2) educational career journeys; (3) navigating workplace demands; and (4) professional identity grounded in purpose. This study highlights the benefits of being a male nurse and the increasing societal acceptance and recognition. Conversely, this study identified the ongoing challenges they face in maintaining their professional identities. Participants emphasize gender-inclusive education, equitable workplace policies, and targeted advocacy initiatives to further support men in nursing.
