The limitations of in vitro experimentation in understanding biofilms and chronic infection

We have become increasingly aware that during infection, pathogenic bacteria often grow in multi- cellular biofilms which are often highly resistant to antibacterial strategies. In order to understand how biofilms form and contribute to infection, in vitro biofilm systems such as microtitre plate as- says and flow cells, have been heavily used by many research groups around the world. Whilst these methods have greatly increased our understanding of the biology of biofilms, it is becoming increasingly apparent that many of our in vitro methods do not accurately represent in vivo conditions. Here we present a systematic review of the most widely used in vitro biofilm systems, and we discuss why they are not always representative of the in vivo biofilms found in chronic infections. We present examples of methods that will help us to bridge the gap between in vitro and in vivo biofilm work, so that our bench-side data can ultimately be used to improve bedside treatment

Are we simulating the status quo? A critical analysis of selected simulations used in social studies classrooms

Reflective educators constantly try to devise ways to make classroom learning more experiential and engaging for their students. Teachers have consistently looked to activities that assist in learning and allow students to experience the world outside of the classroom. Simulations seemed to encompass the experiential component allowing students to experience situations they might face outside of the classroom. Advocates of simulations purport that they are one of the most effective ways of teaching new concepts and ideas that allows for participation, engagement, and the ability for students to take risks in a safe environment. But as critical research has demonstrated, texts often reproduce hegemonic ideology. This study critically analyzes four text-based simulations for their latent and manifested ideological content. The data demonstrates that simulations reproduce dominant ideology, and as Edward Said argued about Western European discourses of the Other, create and sustain their topic through discursive reproduction. The study ends with suggestions on how teachers can employ simulations in building a critical social studies pedagogy.