Browsing by Author "Mkwizu, Michael Hamza"

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    Second law analysis of buoyancy driven unsteady channel flow of nanofluids with convective cooling
    (Science Publishing Group, 2015-04-18) Mkwizu, Michael Hamza; Makinde, Oluwole Daniel; Nkansah-Gyekye, Yaw
    We investigate the combined effects of buoyancy force and convective cooling on entropy generation in unsteady channel flow of water based nanofluids containing Copper (Cu) and Alumina (Al 2 O 3 ) as nanoparticles. Both first and second laws of thermodynamics are utilised to analyze the model problem. Using a semi discretization finite difference method together with Runge-Kutta Fehlberg integration scheme, the governing partial differential equations are solved numerically. Graphical results on the effects of parameter variation on velocity, temperature, skin friction, Nusselt number, entropy generation rate, irreversibility ratio and Bejan number are presented and discussed
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    Transforming African education systems in Science, Technology, Engineering, and Mathematics (STEM) using ICTs: challenges and opportunities
    (Education Research International, 2019-02) Barakabitze, Alcardo Alex; Lazaro, Anangisye William Andey; Ainea, Neterindwa; Mkwizu, Michael Hamza; Maziku, Hellen; Matofali, Alex Xavery; Iddi, Aziza; Sanga, Camillius
    This paper presents the role of ICTs in transforming Africa’s Education Systems (AES) in science, technology, engineering, and mathematics (STEM) subjects/courses. The paper highlights on a positive shift across Africa in using ICT to improve the quality of teaching and learning through activities such as intensive ICT skills training to teachers, increase in ICT equipments and ap- plications in schools, and emergence of living labs (LLs) and innovation spaces/centres (InnoSpace). We first provide some of the challenges of integrating ICTs in education followed by a description of key past and current ICT initiatives supporting the adoption of ICTs in schools using a number of case studies in sub-Saharan Africa. We further present various ICT-based models for education, as a transformational approach towards integrating ICTs in AES. Moreover, we provide various ICT platforms deployed for education service delivery in disadvantaged African society (e.g., rural areas) including LLs and InnoSpace across the continent. Finally, we highlight our main findings and observations in terms of opportunities and future ICT for education research directions in Africa. Our aim is to provide some guidelines and ensure that Africa uniformly meet the 2030 United Nations Sustainable Development Goal number 4, which is to ensure inclusive and quality education for all and promote lifelong learning, particularly using ICTs.