Water contact angles was decreased by UV irradiation, implying the transformation of the surface from hydrophobic to hydrophilic due to the photo-induced wettability by TiO2.
A weight loss of ~1.0, 3.0 and 2.3 % at 750 950 °C, and 2.6, 3.1 and 2.5 % at up to 950 °C occurred on using K-OMS-2RS, K-OMS-2RC and K-OMS-2RA, respectively, which implies the transformation of cryptomelane to bixbyite (Mn2O3) and then to hausmannite (Mn3O4) species [23, 24], with total weight loss 15.20, 16.40 and 13.06 %.
The percentages of positive fluorescence cells for transfection using 7 μl of the transfection reagent are found between 31-52 %, which implies the transformation efficiency is acceptable.
The decrease in the FWHM from that of as-grown QDs implies that the transformation of the QD structure to a quasi-one-dimensional confinement structure resulted in a reduction of the inhomogeneous broadening.
After carbonization, the zeta-potential value of MHM microspheres increased to −17.70 ± 0.66 mV, implying the surface transformation of the prepared microspheres.
The solid-state oxidation implies the complete transformation of GR CO3) or GR SO4) to ferric oxyhydroxycarbonate exGRc-Fe(III) or ferric oxyhydroxysulphate exGRs-Fe(III), for which the following formulas can be proposed, FeIII6(OH)(12−2y)(O)(2+y)(H2O)(y)(CO3) or FeIII6(OH)(12−2z)(O)(2+z)(H2O)(6+z)(SO4) with 0 ≤ y or z ≤ 2.
Growth implies the gradual transformation of an economy from one stage to the chronologically next stage.
These results provided a tight link for the miRNA-mRNA integrated network and implied the role of novel miRNAs in malignant transformation of 16HBE induced by Cadmium.
Teleology implies that evolutionary change happens by the transformation of the same basic quality or essence of all individuals in a species, as opposed to changes in the relative frequency of individuals with different characteristics within populations, and so is utterly incompatible with Darwinian processes (Shtulman 2006, 2011).
To these definitions, the term e-learning 2.0 has been added, which surpasses the simple addition of the distance learning platforms, also known as LMS with the Web 2.0 tools, resulting in a more critical and participative vision of the student in the process of learning, also implying a transformation of the virtual learning process and the roles played by the teachers and learners (Cabero, 2013).
