Anterior cruciate ligament (ACL) reconstruction with autogenous semitendinosus and gracilis tendons has become a common surgical procedure. Lower leg paresthesia following injury to the infrapatellar nerve during harvesting of the tendons has been well documented. Few authors have described the position of the infrapatellar nerve on a flexed knee, which is the position used during ACL reconstruction. The purpose of this study was to determine a safe area and angle where an incision could be made for harvesting of the semitendinosus and gracilis tendons, with the knee in flexion. Twenty right cadaver knees and 20 left knees were dissected. Landmarks on the knee were identified, from where the distances to the nerves (infrapatellar and saphenous) were measured with a vernier caliper. A safe area on the right knee was determined to be on the tibial tuberosity plane between 3.7 and 5.5 cm with a safe angle of incision of 51.6 degrees. A safe area on the left knee was determined to be on the tibial tuberosity plane between 3.6 and 4.9 cm with a safe angle of incision of 52.5 degrees. The results may assist orthopedic surgeons performing ACL reconstruction with semitendinosus and gracilis tendons to avoid cutaneous nerve damage and, therefore, patient discomfort.

The University of Pretoria (UP) implemented a virtual campus in 1999. The measure in which and rate at which the virtual campus environment was adopted in the institution, was substantial. To accommodate the expected growth the University decided in 2004 to upgrade the learning management system in order to provide more stability and better integration with the student information system. However, the more complex integrated environment resulted in more points of failure and a less stable environment. Higher user frustration levels led to a decline in the number of users. The chapter discusses four key variables that influence growth and sustainability in an e-learning environment: Management, Training and Support, Measurement, and Technology strategies. We argue that additional resources required in Information Technology Services (ITS) were not adequately provided for. We give suggestions for future directions.

The University of Pretoria (UP) implemented a virtual campus in 1999. The measure in which and rate at which the virtual campus environment was adopted in the institution, was substantial. To accommodate the expected growth the University decided in 2004 to upgrade the learning management system in order to provide more stability and better integration with the student information system. However, the more complex integrated environment resulted in more points of failure and a less stable environment. Higher user frustration levels led to a decline in the number of users. The chapter discusses four key variables that influence growth and sustainability in an e-learning environment: Management, Training and Support, Measurement, and Technology strategies. We argue that additional resources required in Information Technology Services (ITS) were not adequately provided for. We give suggestions for future directions.

The Faculty of Engineering, Built Environment and Information Technology (EBIT) at a university in South Africa presents a compulsory undergraduate course, Community-based Project (code: JCP). It entails students working at least 40 hours in the community and then reflecting on their experiences. The module's aim is for students to make a beneficial impact on a chosen section of society. It is a large-class service-learning module in which more than 1 600 students are enrolled annually. Therefore, with the JCP lecturer's approval, each group identifies a project that it will execute in the community. Students have an opportunity to solve a problem collaboratively in a community setting. They then develop self-directed learning habits through practice and reflection to address a specific community need. The research aims to investigate the value of an assignment using the Fotofeedback Method™ in a service-learning module. As a research methodology, the Fotofeedback Method™ is predominantly used in social sciences. By integrating it into a hard science context, it allows students to engage visually in a critical reflection of their learning process.Using the Fotofeedback Method™'s reflective photography approach, students collected data by taking a photograph of a specific challenge they had encountered during the execution of their projects. Afterwards, they reflected on the visually captured problem and how they had resolved it. By means of a questionnaire, students critically reflected on the meaning of their problem-solving experience while viewing the visual material. The questionnaire was firstly validated by 10 groups before requesting ethical clearance. Thereafter, the students in the module were requested to complete the questionnaire and forward a photograph related to the questionnaire to the lecturer. Completion of the survey was voluntary, and 116 (29.07%) of the groups completed the survey and submitted a photograph through their group leaders. The researchers analyzed the students' feedback on their photographs of the challenges they had encountered to identify themes according to systematic problem-solving and decision-making steps to determine what the students had learnt.The Fotofeedback Method™ is an acknowledged research method and is a highly flexible data-gathering tool. Photography is combined with narrative discourse related to a topic or experience. This process empowers students to experience their preservation of that moment through the photograph as a moment in time and structure their reflective thoughts. In a service-learning module, reflection plays an essential role in the educational process of student learning. The paper will discuss how the Fotofeedback Method™ can be used for critical reflection in the Community-based Project module for undergraduate students in engineering, the built environment and information technology. The study concludes that the Fotofeedback Method™ can be successfully implemented in a large-class service-learning module as an additional reflective assignm...

The impact of any international academic or e-learning collaboration is immense and the possibilities endless for all involved. The success of such collaboration rests solely on the shoulders of the partners involved. Continuous evaluation of an international project contributes to its success. The context of this paper is the involvement of the University of Pretoria (South Africa) in a specific funded Scholarship programme and Partnership development project with Imperial College London (UK). This paper reflects on and evaluates the activities of the funded project using a set of guidelines from the draft code of Conduct for Cross Border / TransnationalDelivery of Higher Education Programmes. The results from this evaluation may be seen as a preliminary indication of the future of the project and an indication of international collaboration possibilities for South African higher education institutions.