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This paper is a self-contained introductory tutorial on the problem in proteomics known as peptide sequencing using tandem mass spectrometry. This tutorial deals specifically with de novo sequencing methods (as opposed to database search methods). We first give an introduction to peptide sequencing, its importance and history and some background on proteins. Next we show the relationship between a peptide and the final spectrum produced from a tandem mass spectrometer, together with a description of the various sources of complications that arise during the process of generating the mass spectrum. From there we model the computational problem of de novo peptide sequencing, which is basically the reverse problem of identifying the peptide which produced the spectrum. We then present several major approaches to solve it (including reviewing some of the current algorithms in each approach), and also discuss related problems and post-processing approaches.

This paper presents the design of an eLearning Index (eLI) to determine the adaptability of a corporation or education institution for eLearning. Firstly, it describes the framework of eLearning. Secondly, it describes the methodology and the evaluation of eLearning Index. Thirdly, it reports the research results of two surveys. Finally, it concludes its findings on how to assess an organization's adaptability to eLearning. The principal aim of this paper is to design an eLI which is used to determine the adaptability of a corporation or education institution to eLearning before full implementation of an eLearning strategy. In the determination of eLI, staff of a corporation or education institution are required to answer twenty key questions. The average score of the eLI of the staff is used to determine the adaptability to eLearning. The higher the average score of the eLI is, the better the adaptability of the corporation or education institution to eLearning is.

Concept map has been advocated as an effective tool for teaching, learning, and assessment of conceptual understanding in science education. Although the term “concept map” might not be new to many Chinese mathematics teachers, few of them are familiar with its uses and fewer apply it in educational environments. How Chinese mathematics teachers feel about concept map and how they would use and incorporate it in teaching are issues of interest. This study investigated Chinese mathematics teachers' perceptions of concept map, and their incorporation of concept map in mathematics teaching through lesson plans and practical teaching. With brief introduction, both the prospective and in-service teachers were positive with the use of concept map and indicated a willingness to try it in their classroom teaching. But to actually apply concept map in practice, the teachers, especially the in-service teachers, were to a degree hesitant due to some practical reasons, such as curriculum schedule and pressure from exam. They needed more operational training on concept map to guide their trial and solid evidences to convince them the effectiveness of concept map. Successful initial experience seemed to be a key for teachers' willingness to use concept map in future teaching.