One hundred years ago, on 7 December 1905, Dr Eduard Zirm performed the world's first successful human corneal transplant. This significant milestone was achieved only after many decades of unsuccessful trial and error; however, it did not lead to relatively 'routine' keratoplasty success for several more decades. The idea of replacing an opaque cornea had been suggested for centuries, and had stimulated theoretical approaches to the problem by many esteemed physicians throughout history. However, little practical progress was made in the ultimate realization of the dream until the 19th century when pioneering surgeons pursued extensive studies in relation to both animal and human 'keratoplasty'. Clinical progress and scientific insight developed slowly, and it was ultimately due to parallel advances in medicine such as anaesthesia and antisepsis that Zirm's success was finally achieved. Key concepts were enshrined such as the use of fresh tissue from the same species, careful placement and handling of tissue, and the development of specialized instrumentation such as the circular trephine. In the latter half of the 20th century, many 'masters' of corneal surgery evolved significant refinements in technique and instrumentation with the development of corticosteroids, antibiotics, surgical microscopes, improved trephines, viscoelastics and suture materials, that enable this delicate procedure to be routinely performed with the prospect of success. There are still limitations to corneal transplantation, and corneal allograft rejection still poses the greatest challenge to the modern corneal surgeon. In the foreseeable future it may be in the laboratory, rather than the theatre, that further milestones will be achieved. This review aims to highlight the significant milestones in the rich history of corneal transplantation, and to pay tribute to the many inspired and dedicated individuals involved in the development of keratoplasty to a point where the procedure is now a standard tool in the repertoire of ophthalmic surgery and more than a million people have enjoyed restoration of useful sight.

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This paper presents a case study of a primary school which was seen as using ICT effectively to support teaching and learning. Research was carried out over two years (2003)(2004)(2005) and included observation of lessons, document analysis, interviews, and questionnaires with staff at the school. It was found that 'fitting ICT in', rather than 'effective use of ICT', provided a more accurate description of the complex decisions and actions that were made regarding ICT use in the school. Using a grounded theory framework the paper describes the causal conditions; the contextual conditions; the intervening conditions and the consequences for staff and pupils associated with 'fitting ICT in'. The study argues for an approach to research which seeks to develop collaboration and understanding between researchers and practitioners.

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This article explores an issue of great current concern: how do we help primary aged children to engage with, and to benefit from, information from the Internet? The notion of 'engagement' is considered in the context of constructivist learning theory. A short case study based on a small-scale research project in a primary school classroom in England is presented in order to illustrate the difficulties that arise when children undertake information handling work involving access to vast amounts of information. The end products from two groups of children are found to be far from what might have been expected from children of their ability, background and experience. Engagement with the ideas contained in non-fiction texts is isolated as a crucial factor. Approaches, including the EXIT model, are presented and considered as ways in which engagement might be encouraged.