The long-term biological monitoring data in domestic streams need to be appropriately analyzed. Food-web analysis using network-based approach can give ecological implications on these kinds of data by including interactions between species. The purpose of this study is constructing food-webs as a preliminary step of the analysis. We used observed species list data for 8 years (2008-2015) provided in Water Information System (WIS), focusing cheonggye streams as a case study. On the basis of species interaction dataset extracted from Global Biotic Interactions (GloBI) database, 96 food-webs were constructed. In further studies, these food-webs could be analyzed in various ways such as static, dynamic and spatial approaches.

Understanding biotic interactions is important to illustrate ecological functions of stream environments. The purposeof this study is to compare the ecological functions of natural and artificial streams. For linking species, we used bioticinteraction databases and made food-webs for species lists of 18 streams in Seoul, Korea. We conducted species removalanalysis of networks and compared network beta-diversity between watersheds. The results showed that natural streamswere more affected by a removal of keystone species than artificial streams. The cheonggye watershed including artificialstreams had high dissimilarities among streams, presenting that artificial streams had different functions from natural streams.

Reflective practice has become an integral component in teacher education. Many studies have investigated the development of a teacher’s reflective practice, but less attention has been paid to novice L2 teacher trainees’ development of reflective practice. Similarly, little is known about their concerns, interest, and needs, as they manifest in reflection. This study, therefore, identifies reflective themes that teacher trainees concern about after microteaching. It further examines whether teacher trainees’ reflective focus differs depending on their knowledge and experience in the teacher education program. Seventeen teacher trainees, who were either in the beginning or advanced L2 teaching courses, reflected about their microteaching, and their written reflections were analyzed by their contents. Seven themes emerged, which include teacher behaviors, classroom management, planning, microteaching context, language-specific features, student learning, and teacher roles. Overall, teacher trainees focused more on teacher behaviors and their self-image in relation to classroom management and lesson planning than issues on student learning and teaching. It was also found that this tendency was stronger for beginning trainees than advanced trainees. These findings are discussed in light of the development of reflective practice.

Along with the increasing interest in integrated writing in L2 instruction, many studies have investigated language skills and cognitive processes involved in the task. However, relatively less is known regarding the roles of strategic and affective variables in predicting writing performance. The current study, therefore, investigates (a) how strategy, attitudinal, affective, and ability variables are related, and (b) how these variables predict performance in integrated writing. Predictor variables include proficiency, reading comprehension, vocabulary size, L2 strategy use, and attitudes toward reading and writing, and anxiety. Forty-three participants completed an L2 reading-writing integrated task, in which they read reading texts and wrote an essay summarizing the source text and arguing their opinions on the issue. Results showed that proficiency was positively related to reading-to-write strategies, and vocabulary size negatively to reading anxiety; however, ability-related variables generally had no or weak relationships with affective variables. Furthermore, only reading comprehension and reading anxiety were found to be significant predictors of performance in integrated writing.

Global warming can seriously influence on the interaction between pest and natural enemy in the agroecosystem due to the differences in optimal temperature ranges. Two aphid-ladybug systems, Myzus persicae-Coccinella septempunctata (M-C) and Aphis gossypii-Coccinella septempunctata (A-C) in the pepper crop were simulated, respectively under four different temperature scenarios including crop development over 244 days with the assumption that the average temperature is higher by 1, 3, and 5 °C than that in Seoul in 2000. Temperature-dependent functions for each aphid-ladybug system were embedded in Rosenzweig-Macathur predator-prey model to explore their population dynamics, and then Dynamic Index was used to quantify the strengths of species interactions. The result shows that the predator-prey population cycles as well as species interactions are getting shorter and stronger in both systems as temperature increased. Especially, the excessively high temperature scenario in Aphis gossypii-Coccinella septempunctata system could result in the extreme species interaction. Therefore, the increasing temperature can facilitate the effectiveness of biological control because of growing crop plant development and much stronger species interaction, although there are increases of the frequency of pest occurrences.