We used artificial substrates (rocks < 1500 cm2 surface area) in shallow water (2 m) to assess the development of epilithic macroinvertebrate communities in the presence of zebra mussels. At a turbulent site (Wheatley, Lake Erie), previously colonized (with a non-zebra mussel community) and uncolonized rocks left for 1 year both had lower densities of total invertebrates than previously colonized rocks recovered after only 1 day. As zebra mussels colonized the rocks, Gammarus sp. (amphipods) increased in density, while Chironomini and Tanypodinae (midges), Polycentropus sp. (caddisflies), and Physella sp. and Pleurocera sp. (snails) declined. At a protected site (Stoney Point, Lake St. Clair), previously colonized rocks initially (2 months) had higher densities of many taxa, including zebra mussels, than uncolonized rocks. This difference disappeared after 1 year, as zebra mussels increased on all rocks. Gammarus sp. maintained its numbers, while Tricladida (flatworms) increased and Oecetis sp. (caddisflies), Physella sp., Pleurocera sp., and Tanypodinae declined. Although a similar "zebra mussel -amphipod" community developed on rocks at both sites, we hypothesize that at the turbulent site, zebra mussels and amphipods have a shared tolerance of unstable habitats, and zebra mussels facilitate amphipod colonization of rocks by increasing microhabitat stability and food supply. At the protected site, zebra mussels outcompete other surface dwellers like snails for space, and facilitate the colonization of scavenger-omnivores like amphipods and flatworms.RCsumC : Nous avons utilisk des substrats artificiels (pierres < 1500 cm2 de surface) en eau peu profonde (2 m) pour mesurer la formation des communautks de macroinvertkbrks kpilithiques en presence de la Moule zkbrke. A un site de forte turbulence (Wheatley, lac ~r i k ) , des pierres dkji coloniskes (d'une communautk de moules autres que la Moule zkbrke) et des pierres non prkalablement coloniskes laisskes durant 1 an comportaient des communautks d'invertkbrks moins denses que des pierres dkji coloniskes recueillies aprks seulement 1 journke. Avec l'arrivke des Moules zkbrkes sur les pierres, la population de Gammarus sp. (amphipodes) a augmentk de densitk alors que les Chironimini et les Tanypodinae (chironomides) de meme que les Polycentropus sp. (trichoptkres) et que les Physella sp. et Pleurocera sp. (gastropodes) ont diminuk de densitk. A un site protkgk (Stoney Point, lac St. Clair), les pierres dkjh coloniskes avaient, dkji aprks 2 mois, des densitks plus klevkes de plusieurs taxons, dont les Moules zkbrkes, que les pierres non coloniskes prkckdemment. La diffkrence s'est effacke aprks 1 an alors que les Moules zkbrkes sont devenues plus nombreuses sur toutes les pierres. La densitk des Gammarus sp. est restke stable, alors que celle des Tricladida (vers plats) a augmentk et que celles des Oecetis sp. (trichoptkres), des Physella sp. et des Pleurocera sp., de meme que celle des Tanypodinae, one diminuk. Bien qu'il se soit form6 une association (( Moule zkbr...

The most effective way to learn human anatomy is through cadaver dissection. Historically, cadaver dissection has been the provenance of professional schools. Increasingly, cadaver-based courses in human anatomy are shifting to the undergraduate level, which creates both problems and opportunities because of differences between undergraduate and graduate student populations. Anxiety associated with dissecting cadavers can create a barrier to learning, and ultimately, entry into the health and medical sciences for some demographic subpopulations of undergraduates. We surveyed 76 students in 2007 and 51 students in 2009 at four times in the semester to investigate the timing and sociodemographic predictors of anxiety over cadaver dissection. We followed this with a second survey of 44 students in 2014 to test the effect of humanization of cadaver donors (providing information about donor occupation and cause of death) to reduce student anxiety. Students experienced anxiety upon first exposure to cadaver dissection. Female students experienced greater anxiety than male students upon first exposure to cadavers but this effect was short-lived. Self-identified non-white, non-Christian students experienced sustained anxiety throughout the semester, likely because cadaver stress compounded social and financial stressors unique to international students. Humanization was effective in reducing anxiety in non-white, non-Christian students but had the unexpected effect of increasing anxiety in female students. We recommend that humanizing information be offered to students who seek it out, but not forced upon students for whom the information would only add to their stress. Clin. Anat. 31:224-230, 2018. © 2017 Wiley Periodicals, Inc.

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Educators realize the need to provide an inclusive, safe environment in a diverse classroom setting to encourage discussion of sensitive topics. However, descriptions of evidence-based approaches that may help us to meet inclusive pedagogy-related competencies are limited. Here, we describe a discussion format that followed chapter readings from a nonfiction biographical book called Mountains beyond Mountains: The Quest of Dr. Paul Farmer, a Man Who Would Cure the World (2003), by Tracy Kidder. This semester-long effort allowed sufficient time for students to develop an understanding of global public health affairs and to reflect on their own role in this world as responsible citizens. A discussion around several sensitive issues emerged, such as the extent of their belief in faith versus science, their opinion on providing financial aid to developing countries versus addressing public health issues in their home country, stereotypes and how that may spread panic during a public-health emergency. The student essays provided evidence that activities were successful in 1) drawing out students' voices about world affairs, 2) teaching students to empathize with varied belief systems, 3) helping students develop a deeper appreciation of empirical and ethical factors that may affect such issues-all of which are key competencies for an inclusive classroom setting. We believe that the activities are flexible in structure and could be easily incorporated into a biology or liberal arts classroom setting to achieve inclusive pedagogy-related goals.