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Phylogeographic inference has typically relied on analyses of data from one or a few genes to provide estimates of demography and population histories. While much has been learned from these studies, all phylogeographic analysis is conditioned on the data, and thus, inferences derived from data that represent a small sample of the genome are unavoidably tenuous. Here, we demonstrate one approach for moving beyond classic phylogeographic research. We use sequence capture probes and Illumina sequencing to generate data from >400 loci in order to infer the phylogeographic history of Salix melanopsis, a riparian willow with a disjunct distribution in coastal and the inland Pacific Northwest. We evaluate a priori phylogeographic hypotheses using coalescent models for parameter estimation, and the results support earlier findings that identified post-Pleistocene dispersal as the cause of the disjunction in S. melanopsis. We also conduct a series of model selection exercises using IMa2, Migrate-n and ∂a∂i. The resulting ranking of models indicates that refugial dynamics were complex, with multiple regions in the inland regions serving as the source for postglacial colonization. Our results demonstrate that new sources of data and new approaches to data analysis can rejuvenate phylogeographic research by allowing for the identification of complex models that enable researchers to both identify and estimate the most relevant parameters for a given system.

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This study aimed to evaluate the efficiency level of the Tri-fold Instructional Model, a holistic system approach in teaching and learning General Psychology. Its key components: the CD-ROM “General Psychology” Module, online collaboration through the internet and Small-Group Discussions (SGDs) were used in a sample of Information Technology class of Sorsogon State College, Magallanes Campus. The researchers made use of validation techniques and assessments employing descriptive, developmental and quasiexperimental methods in a one-group pretest-posttest design. As an innovative instructional tool, the was very much accepted and proven efficient in enhancing mastery learning of students taking the course. There was a significant difference from the previously fair performance of the students as compared to the excellent performance level after the intervention. Teaching, learning and technology therefore work together for efficient knowledge transfer. The Tri-fold Instructional Model as a holistic systems approach is a key to effective instruction. Gauging the students’ learning styles, proper planning of the course content and effective use of technology tools are instruments to successful teaching- learning process. Keywords - Tri-fold Instructional Model, e-learning, cooperative learning, small group discussion (SGD), mastery learning, Philippines