Comparing the population structure of the specialist Butler’s gartersnake (Thamnophis butleri) and the generalist eastern gartersnake (Thamnophis sirtalis sirtalis) in Ontario and Michigan

Species differing in life history attributes vary in their responses to features within a shared landscape. We evaluated genetic structure of sympatric gartersnake species in Southwestern Ontario, Canada and south-east Michigan, U.S.A., where habitat fragmentation is high due to agriculture and urbanization. We surveyed genetic structure of the habitat specialist, Butler’s gartersnake (Thamnophis butleri; Cope, 1889) and habitat generalist, eastern gartersnake (Thamnophis sirtalis sirtalis; Linnaeus, 1758) using DNA microsatellites. Bayesian clustering, Discriminant Analysis of Principal Components, and pairwise population comparisons revealed genetic differentiation among three major regional clusters of Butler’s gartersnake with evidence of further division within one. Genetic clustering of Butler’s gartersnake suggest that inhospitable habitat limits dispersal. Eastern gartersnakes showed less structure, with assignment tests implying a single genetic cluster. We found positive significant Mantel’s r for both species in the smallest distance class (<15 kms), but significant isolation by distance for Thamnophis butleri only. These findings together imply that connectivity for eastern gartersnakes is less impacted by habitat loss and fragmentation or that we were less able to detect their effects. Our study shows the value of multispecies comparisons in studies seeking to understand the underlying causes of genetic structure in natural populations.

A Simple Approach to Relating the Optimal Learning and the Meaningful Learning Experience in Students Age 14–16

Using a questionnaire applied in real time to students in stages 14–16 during a distance class, the authors appraise whether they experience feelings that lead to a central experience of flow, according to the flow theory of positive psychology. Students are exposed to a planned session that considers the moments of the training sequence and consciously integrates technological tools to support learning. A formal evaluation system, which includes formative and summative evaluations, determines if students build meaningful learning. This research contributes to understanding that an optimal learning experience characterized by the pedagogical principles of curiosity, concentration, challenge, and enjoyment, favor the construction of meaningful learning. Furthermore, the simplicity of the proposed experimental design suggests a direct way to replicate the study in later learning stages and assess the efficiency of new technology-based pedagogies within the distance education paradigm imposed by the 2020 pandemic crisis.

CONDUCTING ENGLISH LEARNING ACTIVITIES BY IMPLEMENTING TELEGRAM GROUP CLASS DURING COVID-19 PANDEMIC

The use of telegram can be used to hold a meeting just like the regular class conducted. Teacher can still observe all members of the group—students—belong to the class once both parties start to chat or to keep online within the chat in telegram group. Therefore, every meeting within the group, teacher can share his or her teaching material into the group and discuss it along with the students. This also means that the use of social media group such as: whatsapp or telegram group can help learners to experience a different way of conducting teaching and learning process. However, the process may take a while compared to the face-to-face weekly regular class. This distance class, of course, can be a new experience by both teacher and students as it needs further investigation about how this can be conducted accordingly. Nonetheless, during these four meetings conducted individually at home, both teacher and students are still able to catch up all the material given within the social media group. As a result, in order to achieve the effective learning process of English language class during the Covid-19 pandemic, the distance class should not burden the students as long as the learning process can be conducted efficiently. Hence, by using telegram group, teacher and students can keep in touch or communicate intensively in discussing the teaching material. At the end of teaching and learning process, students can later be given a chance to improve their learning strategy to become a long life learner despite any condition experienced by them