Studies of hypersaline ecosystems often yield novel organisms and contribute to our understanding of extreme environments. Soils and sediments from La Sal del Rey, a previously uncharacterized, hypersaline lake located in southern Texas, USA, were surveyed to characterize the structure and diversity of their microbial communities. Samples were collected along a transect that spanned vegetated uplands, exposed lakebed sediments, and water-logged locations, capturing a wide range of environments and physical and chemical gradients. Community quantitative PCR (qPCR) was used in combination with tag-encoded pyrosequencing, 16S rRNA gene cloning, and Sanger sequencing to characterize the lake's soil and sediment microbial communities. Further, we used multivariate statistics to identify the relationships shared between sequence diversity and heterogeneity in the soil environment. The overall microbial communities were surprisingly diverse, harboring a wide variety of taxa, and sharing significant correlations with site water content, phosphorus and total organic carbon concentrations, and pH. Some individual populations, especially of Archaea, also correlated with sodium concentration and electrical conductivity salinity. Across the transect, Bacteria were numerically dominant relative to Archaea, and among them, three phyla-the Proteobacteria, Bacteroidetes, and Firmicutes-accounted for the majority of taxa detected. Although these taxa were detected with similar abundances to those described in other hypersaline ecosystems, the greater depth of sequencing achieved here resulted in the detection of taxa not described previously in hypersaline sediments. The results of this study provide new information regarding a previously uncharacterized ecosystem and show the value of highthroughput sequencing in the study of complex ecosystems.

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Microbiology teaching labs provide the opportunity for students to develop marketable skills while observing the microbial inhabitants of our planet as they grow, ferment, and produce colorful by-products. Emphasizing safe laboratory practices is an essential part of this education, but occasionally situations that challenge safety paradigms arise. We describe here a recent incident in which a student brought a guide dog-in-training to her microbiology lab, causing a scramble to provide “reasonable” accommodations. Following time-consuming consultations with Disability Services for Students, Human Resources, Risk Management, and Legal Counsel, it was determined that the student had no disability herself and was not actually a certified guide-dog trainer. This deceptive behavior is not acceptable in general but is especially dangerous in a microbiology lab where safe lab practices are essential. Ultimately it was agreed that the microbiology lab is not a public space but rather a restricted space that requires closed toed shoes and personal protective equipment. Thus it is not possible to admit animals that are not fully trained, as this can endanger both the animal and the other students in the laboratory. The intent is not to limit opportunities for the truly disabled but rather to keep every student safe. Our objective is to bring attention to this complex issue in hopes that the American Society for Microbiology or other prominent scientific organizations will establish clear guidelines to educate students, faculty, administrators, and the general public on the challenges and dangers associated with guide dogs in a microbiology laboratory.

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