Biochemical Oxygen Demand free essay sample

Biochemical Oxygen Demand, BOD, as it is commonly abbreviated, is one of the most important and useful parameters (measured characteristics) indicating the organic strength of a wastewater. BOD measurement permits an estimate of the waste strength in terms of the amount of dissolved oxygen required to break down the wastewater. The specifics of the analysis are discussed in detail in Standard Methods for the Examination of Water and Wastewater. The BOD test is one of the most basic tests used in the wastewater field. It is essentially a measure of the biological and the chemical component of the waste in terms of the dissolved oxygen needed by the natural aerobic biological systems in the wastewater to break down the waste under defined conditions. Generally the BOD test is carried out by determining the dissolved oxygen on the wastewater or a diluted mixture at the beginning of the test period, incubating the wastewater mixture at 20Â °C, and determining the dissolved oxygen at the end of 5 days. We will write a custom essay sample on Biochemical Oxygen Demand or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The difference in dissolved oxygen between the initial measurement and the fifth day measurement represents the biochemical oxygen demand. While BOD describes the biological oxidation capacity of a wastewater, it is not a measure of the total potential oxidation of the organic compounds present in the wastewater. A number of chemical tests are used to measure this parameter, either in terms of the oxygen required for virtually complete oxidation, or in terms of the element carbon. Probably the most common test for estimating industrial wastewater strength is the Chemical Oxygen Demand (COD) Test. This test essentially measures the chemical oxidation of the wastewater by a strong oxidizing agent in an acid solution. The value for the COD test is always greater than the BOD test and is not always a good indication of BOD values for the same waste. A test which measures carbon and which is being used to a greater extent in measuring wastewater strength is the TOC (Total Organic Carbon) test where the carbon is oxidized by catalytic combustion to carbon dioxide and the carbon dioxide is measured. Dissolved Oxygen (DO) The dissolved oxygen concentrations in a wastewater before and after treatment are very important. While dissolved oxygen concentrations are necessary to carry out the BOD determination, as described above, dissolved oxygen levels are also quite important in determining how satisfactory a biological wastewater treatment plant is operating. For example, for satisfactory biological wastewater decomposition (i.e. treatment) some dissolved oxygen must be present. If it is not, the system will be inefficient and is said to be anaerobic. Septic conditions follow, accompanied by a variety of nuisance conditions such as odor and color changes. Normally, oxygen is not a very soluble gas and dissolved oxygen concentrations in wastewaters are very low. For example, dissolved oxygen concentrations of a few milligrams per liter (or parts per million) are commonplace in water. The solubility of oxygen is such that dissolved oxygen levels in clean water are affected by temperature and salt concentrations expressed as chlorides. When microorganisms and an available food supply are present, dissolved oxygen will be consumed. Since many of the components present in a raw wastewater can serve as a nutrient for microorganisms, most domestic wastewaters will undergo some decomposition and usually any available dissolved oxygen supplies are consumed during travel through the sewer system. Generally, raw wastewater will have little if any dissolved oxygen present while wastewater in the aeration tanks, final settling tanks, or in the final effluent will probably have at least measurable dissolved oxygen concentrations.

Free Essays on The Evolutionary Step In Communication

, a â€Å"cave man†, an upper Paleolithic Homeo Sapien- Sapien, found an existing shape in his â€Å" sacred space†, saw the similarities between that and of an animal, like a bison, and decided to trace around it in ochre. Hence the recognition of a shape and the literal transformation of something real into a picture to convey a message to the collective. After this, the identification, the idea of making an image evolved to something more of a document. For example, later cave paintings are not of the naturalistic form, but rather formalized animal drawings (Cooke, 15). Rather than seeing a pre-existing form, man is creating from his imagination, not literally creating something, but the idea being lent from the indigenous animals of the region, of course not limited to animals, but primarily concentrated on (Coke, 105). Showing us that man was trying, or was indeed, comunicating through the use of images. I know I am leaving out other steps in the evolution of this idea, but it is clearly too broad of an investigation, if I were to go in that direction. None of my instances are to be examined in one place. They are a collective evaluation of the start of communication and how the man who gave birth to this idea of an image, interprets it as a phenomena of some greater deity. The very first cave paintings represent the first existence of the modern day man, in terms of thinking (Bataille, 12). The homeo- sapiean- sapiean was very similar to the modern day man. In the upper Paleolithic time period, man lived in an unconscious state, but was not with out understanding, he perceived his environment in a naà ¯ve manner (Lommel, 12). When creating something as revolutionary such as a representation of something in reality, he feels a vigor and freshness. Meaning, this new idea of drawing, is subject to interpretation. The interpretation of use and the interpretation ... Free Essays on The Evolutionary Step In Communication Free Essays on The Evolutionary Step In Communication The earliest forms of art were naturalistic, or in other words, a â€Å"cave man†, an upper Paleolithic Homeo Sapien- Sapien, found an existing shape in his â€Å" sacred space†, saw the similarities between that and of an animal, like a bison, and decided to trace around it in ochre. Hence the recognition of a shape and the literal transformation of something real into a picture to convey a message to the collective. After this, the identification, the idea of making an image evolved to something more of a document. For example, later cave paintings are not of the naturalistic form, but rather formalized animal drawings (Cooke, 15). Rather than seeing a pre-existing form, man is creating from his imagination, not literally creating something, but the idea being lent from the indigenous animals of the region, of course not limited to animals, but primarily concentrated on (Coke, 105). Showing us that man was trying, or was indeed, comunicating through the use of images. I know I am leaving out other steps in the evolution of this idea, but it is clearly too broad of an investigation, if I were to go in that direction. None of my instances are to be examined in one place. They are a collective evaluation of the start of communication and how the man who gave birth to this idea of an image, interprets it as a phenomena of some greater deity. The very first cave paintings represent the first existence of the modern day man, in terms of thinking (Bataille, 12). The homeo- sapiean- sapiean was very similar to the modern day man. In the upper Paleolithic time period, man lived in an unconscious state, but was not with out understanding, he perceived his environment in a naà ¯ve manner (Lommel, 12). When creating something as revolutionary such as a representation of something in reality, he feels a vigor and freshness. Meaning, this new idea of drawing, is subject to interpretation. The interpretation of use and the interpretation ...

Discussion Question on Employment Pratices and legal Issues in Essay

Discussion Question on Employment Pratices and legal Issues in Diversity - Essay Example These federal laws are complimented and often strengthened by a host of state laws regulating discrimination and harassment in the workplace. Ultimately, such behavior is not only unethical, but can lead to severe legal and financial repercussions for a company and its managers. Employers have an obligation to ensure compliance with EEOC guidelines in the workplace, and to define the role of managers in this process. They can accomplish this, first and foremost, by keeping abreast of all of the applicable state and federal antidiscrimination laws. Training programs and workshops for managers should be designed and held on a regular basis in order to reinforce acceptable norms and behaviors for managers and coworkers. Employee and management handbooks should also clearly incorporate methods and approaches to maintaining a work environment that ensures equal access to opportunities for all current and prospective employees regardless of their immutable characteristics. The culture of the organization is often set from the top down, and this is an area where leadership by example will go a long way toward maintaining compliance with EEOC guidelines. Implementation of the ADA has affected the workplace in numerous way

Medicare and Medicaid High School Essay Example | Topics and Well Written Essays - 500 words

Medicare and Medicaid High School - Essay Example Medicare covers many of the costs of health care for senior citizens, but its associated payments make it expensive to use for many of its beneficiaries. Medicare benefits will cover the cost of hospitalization, skilled nursing home care, and prescription drugs. However, these benefits are often subject to a significant co-pay or deductible and have limitations on their amount of benefits. For example, in-patient hospital care is covered for a period of 60 days, but is subject to a $1,024 deductible payment from the patient. An extended hospital stay, beyond 60 days, may require a co-payment of $256 per day. To deal with these costs, low income people may also be covered under Medicaid or carry supplemental Medicare insurance. Supplemental insurance, known as Medigap, is meant to cover the cost of these co-payments or deductibles and may even cover additional hospitalization days. Medicare also covers the cost of a limited stay in a skilled nursing facility. Eligible patients are covered for up to 20 days after which the patient is required to pay a co-payment of $128 per day for a period of up to 100 days.

Detecting Breast Cancer in Women Under the Age of 50 Dissertation

Detecting Breast Cancer in Women Under the Age of 50 - Dissertation Example ....35 7.5 Data Analysis ............37 7.6 Reliability and Validity......41 7.7 Ethical Issues42 8.0 Discussion Point...48 8.1 Discussion .........49 8.2 Recommendation for further research ............49 9.0 References ..........52 10.0 Bibliography ..........61 11.0 Appendices ........63 Appendix 1 Letter to the Department Manager...64 Appendix 2 Letter to the Ethics Committee66 Appendix 3 Questionnaire for the interview of medical workers..68 Appendix 4 Abbreviations...69 1.0 RATIONALE The two most popular methods used for screening breast cancer today, are Contrast Enhance Magnetic Resonance Imaging and Digital Mammography. Each method has it's own distinct advantages over the other and also lags behind in certain areas when compared with the other. This study will compare and contrast these two methods by using the tests on a sample population in the specific age group of women below 50 years of age and recording them in an organised fashion. At the completion of the research, I propose to conclusively find which method is better at detecting breast cancer in women under the age of 50 years and to support this conclusion with results gathered through the research conducted. 2.0 OBJECTIVE 2.0 OBJECTIVE The objective of this research project is to develop a better understanding of the appropriate use of MRI and Digital Mammography in detecting breast cancer in women under the age of 50. The report also discusses the strengths and weaknesses of each method. The major issues faced were: 1) Identifying the timing of breast cancer screening for women under age 50. 2) Regular screening involved higher costs without a clear... One out of eight women in the developing world is estimated to develop breast cancer at some stage of their lives (Nkondjock, & Ghadirian, 2005).Mortality caused by breast cancer is especially high among women between the ages of forty and forty-nine. Early, accurate detection leading to effective and less drastic treatment methods can significantly reduce the trauma associated with breast cancer, resulting in better prognosis and management of the disease (Taft & Taylor, 2001). Mammography, one of the earliest methods of breast cancer screening (responsible for a 34% decrease in mortality rate among women) was subsequently found to have not detected 25% of malignant Breast cancers in early stages, thus creating a need for a better screening procedure (Taft & Taylor, 2001). Among the numerous diagnostic tools developed using new technology, FFDM and MRI offered prospects of better efficacy in the detection of breast cancer, especially critical for women aged below fifty since they tend to have denser breasts, which impair the capability of the diagnostic tools, particularly in the case of noncalcified breast cancers. The risk of malignancy is at the same time higher in dense breasts, making early detection even more important. Magnetic Resonance images are created by recording the signals generated after radio frequency excitation of hydrogen nuclei (or other elements) in tissue exposed to a strong static magnetic field. The characteristics of these signals vary according to the type of tissue under observation.

Integrating Ict In Mathematics Teaching Education Essay

Integrating Ict In Mathematics Teaching Education Essay The purpose of this study is to study the barriers preventing the integration and adoption of information and communication technology in teaching mathematics in Bhubaneswar, India. The data were collected by means of questionnaires from secondary school mathematics teachers. Major barriers were identified: lack of time in the school schedule for projects involving ICT, insufficient teacher training opportunities for ICT projects, inadequate technical support for these projects, lack of knowledge about ways to integrate ICT to enhance the curriculum, difficulty in integrating and using different ICT tools in a single lesson and unavailability of resources at home for the students to access the necessary educational materials. To overcome some of these barriers, this paper proposes an e-portal which is a collection of mathematical tools, a question bank and other resources in digital form that can be used for teaching and learning mathematics. Based on these findings, I propose the us e of several strategies that should enhance successful ICT integration. INTRODUCTION Information and Communication Technology (ICT) has changed our daily activities in many ways. One of the goals for integrating ICTs in education is to enhance teaching and learning practices thereby improving quality of education (Higgins, 2003). However, in most developing countries like India, the potential of ICT to support pedagogy is yet to be fully realised. Since these changes are evident amongst younger members of our society, they are evident on primary and secondary schools students. Considering that ICT plays an increasingly important role in society, especially if we take into account social, economic and cultural role of computers and the Internet, it is clear that the time has come for the actual entry of ICT in the field of education. The combination of ICT and the Internet certainly opens not only many opportunities for creativity and innovation, but also for approaching the teaching material to current generation of students. Researchers argued that with the introduc tion of technology, it is possible to de-emphasize algorithmic skills; the resulting void may be filled by an increased emphasis on the development of mathematical concepts. Technology saves time and gives students access to powerful new ways to explore concepts at a depth that has not been possible in the past. ICT enhances efficiency of mathematical thought, enables learners to make conjectures and immediately test them in non-threatening environment (Laborde, 2001). Abramovich (1999)s use of spreadsheets in generalizing Pythagorean Theorem demonstrates how computers may be used to learn concepts in geometry and algebra. Meanwhile researchers (Balacheff Kaput, 1996; Kilpatrick Davis, 1993) have discussed the impact of technological forces on learning and teaching mathematics. Internet is increasingly being used to enhance collaborative and interactive learning (Cazes, Gueudet,Hersant and Vandebrouck, 2006; Cress and Kimmerle, 2008; Resta and Rafferriere, 2007) also (Lavy andLero n, 2004). As the study and practice of facilitating learning and improving performance (Januszewski Molenda, 2008), the field of educational technology attempts to overcome challenges by developing new approaches and frameworks. In this context, information and communication technologies (ICTs) represent a new approach for enhancing the dissemination of information and helping to meet these challenges. For a successful integration of ICT into the mathematics curriculum, it is essential to have knowledge of the existing software that is used by mathematics teachers. A survey carried out by Forgasz Prince (2002) found that 61% of the respondents (teachers) used spreadsheets, 45% used word processing and 30% used Internet browsers. In a separate study, Jones (2004) found that seven barriers existed while integrating ICT into lessons. These barriers were (i) lack of confidence among teachers during integration(21.2% responses), (ii) lack of access to resources (20.8%), (iii) lack of t ime for the integration(16.4%), (iv) lack of effective training (15.0%), (v) facing technical problems while the software is in use (13.3%), (vi) lack of personal access during lesson preparation (4.9%) and (vii) the age of the teachers (1.8%). METHODOLOGY This research deployed a survey method to investigate the barriers of integrating ICT into the teaching of mathematics. A total of 50 responses were received and they were analysed using the SPSS statistical package. A questionnaire was adapted from the Teacher Technology Survey by the American Institute for Research (AIR, 1998). The questionnaire was divided into five areas, i.e., (A) the teachers profile, (B) how teachers use ICT, (C) the teachers ICT experience, (D) the barriers faced by teachers and (E) the proposed solution. RESULTS AND DISCUSSIONS ICT applications in general In general, a total of 74.3% of the respondents used computers on a regular basis. Table 1 depicts the percentage of usage by teachers in the various ICT applications: word processing packages (76.8%), spreadsheets (50.3%), Internet activity (67.2%), search engines (56.5%) and multimedia (11.2%). These percentages show that the computer literacy rate among secondary school mathematics teachers has been high. TABLE 1: Common ICT Applications by Teachers Application Daily (%) Weekly (%) Monthly (%) 1 or 2 times a year (%) Never (%) NA (%) NR (%) Computers in general 22.3 25.2 26.8 12.5 6.2 4.2 2.8 Word processing packages 20.4 26.3 30.1 13.6 5.8 1.3 2.5 Spreadsheets 9.6 15.4 25.3 22.5 6.3 12.5 8.4 Any Internet activity 20.8 22.5 23.9 28.6 1.2 1.3 1.7 Search engines for Internet 14.4 19.8 22.3 26.9 11.5 3.6 1.5 Multimedia 2.5 3.6 5.1 15.8 40.1 19.5 13.4 NA Not Available NR No Response Uses of Internet The Internet was used for various purposes. 65.5% respondents used it for browsing, 42.3% used the e-mail facility, 5.5% used IRC, 6.3% used chat rooms, and 8.6% used it in discussion forums and4.5% for other purposes. 6.9% respondents did not use the Internet. Table 2: Use of Internet by Teachers Activity Browsing e-mail IRC Discussion forums Chat rooms Others None Response (%) 65.5 42.3 5.5 8.6 6.3 4.5 6.9 Professional development and training needs A total of 40.3% respondents indicated that they had received ICT training.60.2% of the respondents demonstrated that they had found the training to be generally useful while 64.9% said that they had not received training on how to integrate ICT into mathematics teaching. According to 46.3% of the respondents, mathematics teachers require training on how to integrate ICT into their teaching while 59.5% of them stated that they needed a combination of various types of training.. Table 3: ICT Training Needs ICT training needs General use Integrate ICT into Teaching Use of Internet Combination of needs Response (%) 10.1 64.9 5.5 59.5 Barriers faced by teachers during integration The six major barriers identified were lack of time in the school schedule for projects involving ICT (50.3%), lack of knowledge about ways to integrate ICT to enhance the curriculum (49.5%), lack of adequate technical support for ICT projects (41.9%), inadequate teacher training opportunities for ICT projects (41.2%), integrating and using different ICT tools in a single lesson (34.8%) and the absence of access to the necessary technology at the homes of students (31.0%). Perception of mathematics teachers toward the proposed solution There is a very strong positive response to the proposed solution to develop a mathematics portal for teaching mathematics, wherein a collection of mathematical tools, a question bank and other resources in digital form that can be used for teaching and learning mathematics. 70.2% of the respondents considered it to be very useful and helpful and 27.3% viewed it as useful and helpful. Only 2.5% of the respondents considered that the portal would not be very useful and helpful. Table 4: Barriers Faced by Teachers Barriers % Response as not a barrier minor major Not enough or limited access to computer hardware 30.2 50.6 19.2 Availability of computer software 23.8 54.6 21.6 Lack of time in school schedule for projects involving ICT 11.3 38.4 50.3 Lack of adequate technical support for ICT projects 15.3 42.8 41.9 Not enough teacher training opportunities for ICT Projects 18.7 40.1 41.2 Lack of knowledge about ways to integrate ICT to enhance curriculum 10.2 40.3 49.5 ICT integration is not a school priority 31.4 45.2 23.4 Students do not have access to the necessary technology at home 22.8 46.2 31.0 Teachers do not have access to the necessary technology at home 24.9 55.2 19.9 Integrating and using different ICT tools in a single Lesson 16.5 48.7 34.8 Table 5: Perceptions towards the proposed solution % response as very useful and helpful % response as useful and helpful % response as not so useful and helpful % response as not at all Proposed solution to develop a mathematics portal for teaching 70.2 27.3 2.5 0 From this study, the following findings were found: The most popular application packages used by mathematics teachers were word processing packages (76.8%), spreadsheets (50.3%), internet activity (67.2%), and search engines (56.5%). However, it must be noted that the packages that have not been positively considered by the respondents may not be necessarily useless. . Mathematics teachers need more time to learn to use them -programmes like specific Java applets, Flash presentations, graphical applications and simulation programmes have great potential for the teaching of mathematics because they encourage explorations and higher order thinking. It is encouraging to learn that 65.5% of the respondents used the browser to gather information. It is timely that educators encourage mathematics teachers to use the Internet for online demonstrations like using Java applets on mathematics that are only available online. A large proportion (64.9%) did not have any training on how to integrate ICT into mathematics teaching. Such training should be an integral part of professional training. Moreover, 46.3% of the respondents requested to have training on how to integrate ICT into teaching. Some major barriers hindering the implementation of ICT in mathematics teaching were found to be lack of time in school schedule for projects involving ICT, insufficient teacher training opportunities for ICT projects, inadequate technical support for these projects, lack of knowledge about ways to integrate ICT to enhance the curriculum, difficulty in integrating and using different ICT tools in a single lesson and unavailability of resources at home for the students to access the necessary educational materials. Therefore, funding for new ICT resources should be increased in order to provide adequate ICT equipment and resources. It is also recommended that the contents of the subject be reduced so as to integrate ICT. teachers consider that inadequate time is a factor against teaching and learning effectiveness Therefore to encourage more teachers to integrate ICT into mathematics lessons, the devised programme must be user friendly. The e-portal proposed for this purpose is geared towards fulfilling such needs. This e-portal will be a collection of mathematical tools, a question bank and other resources in digital form that can be used for teaching and learning mathematics. CONCLUSION To create an environment of effective ICT integration, hence improving the quality of education for the youth in the province teacher education programs must focus on eliminating barriers. Based on the findings and discussions presented here, the several recommendations are suggested for practitioners. Technology plans for implementing ICT should be prepared and implemented. Training in ICTs for teacher educators should be improved in both quantity and quality. Every classroom should have at least one computer with Internet access and an LCD projector. Course content should be redesigned to acquire more benefit from ICT. More ICT-related courses for prospective teachers should be offered. Teacher educators and prospective teachers should be aware of the benefits of ICTs An e-portal, collection of mathematical tools, a question bank and other resources in digital form that can be used for teaching and learning mathematics should be constructed.

Autonomy in Determinism :: Determinism Papers

Autonomy in Determinism (1) ABSTRACT: There are good reasons for determinism — the option for pure freedom of will proves to be a non-tenable position. However, this collides with the everyday experience of autonomy. The following argument will attempt to show that determinism and autonomy are compatible. (1) A first consideration going back to MacKay makes clear that I myself cannot foresee in principle my own determination; hence fatalism has lost its grounds. (2) From the perspective of physical determination, I show that quantum-physical indetermination is not at all in a position to explain autonomy, while from the perspective of systems theory physical determination and autonomy is well-compatible. (3) The possibility of knowledge denotes a further increase of such autonomy. From this perspective, acting is something like designing-oneself or choice-of-oneself. (4) Consciousness of not being fixed in principle now becomes a determining condition of my acting, which appears to be determined by auton omy. This explains the ineradicable conviction that freedom of will is essential for human beings. (5) I conclude that the autonomy of acting is greater the more that rational self-determination takes the place of stupid arbitrariness. In 1980 a book by U. Pothast came out with the provocative title 'The Inadequacy of the Proofs for Freedom'. (2) Its merit consisted in the fact that it runs through and refutes all the known types of proofs for freedom in the philosophical tradition. Pothast's arguments, which thereby amount to determinism, are in my opinion basically sound, but surely also need a discriminating judgement, which is treated in the following discussion. The view mentioned is alarming in two respects: First of all, in accordance with the way we see ourselves we are convinced that freedom is essential for man's being. Secondly, philosophers think they have excellent arguments against determinism. The strongest objection to determinism is in my view the following: (3) Truth, i.e., accurate knowledge of the facts of a case is only possible for me when I can cognitively get involved with the subject. However, the precondition for this is that I am not determined by irrelevant constraints in connection with the subject — e.g., by physical factors or by my own biological-genetic constitution, but also not by prejudices and preconcieved notions: precisely because I could not involve myself in the subject because of such constraints. Reduced to a formula, this means: truth presupposes freedom. As a philosophical theory, determinism itself lays claim to truth, which therewith presupposes freedom, in accordance with what I have just said. Autonomy in Determinism :: Determinism Papers Autonomy in Determinism (1) ABSTRACT: There are good reasons for determinism — the option for pure freedom of will proves to be a non-tenable position. However, this collides with the everyday experience of autonomy. The following argument will attempt to show that determinism and autonomy are compatible. (1) A first consideration going back to MacKay makes clear that I myself cannot foresee in principle my own determination; hence fatalism has lost its grounds. (2) From the perspective of physical determination, I show that quantum-physical indetermination is not at all in a position to explain autonomy, while from the perspective of systems theory physical determination and autonomy is well-compatible. (3) The possibility of knowledge denotes a further increase of such autonomy. From this perspective, acting is something like designing-oneself or choice-of-oneself. (4) Consciousness of not being fixed in principle now becomes a determining condition of my acting, which appears to be determined by auton omy. This explains the ineradicable conviction that freedom of will is essential for human beings. (5) I conclude that the autonomy of acting is greater the more that rational self-determination takes the place of stupid arbitrariness. In 1980 a book by U. Pothast came out with the provocative title 'The Inadequacy of the Proofs for Freedom'. (2) Its merit consisted in the fact that it runs through and refutes all the known types of proofs for freedom in the philosophical tradition. Pothast's arguments, which thereby amount to determinism, are in my opinion basically sound, but surely also need a discriminating judgement, which is treated in the following discussion. The view mentioned is alarming in two respects: First of all, in accordance with the way we see ourselves we are convinced that freedom is essential for man's being. Secondly, philosophers think they have excellent arguments against determinism. The strongest objection to determinism is in my view the following: (3) Truth, i.e., accurate knowledge of the facts of a case is only possible for me when I can cognitively get involved with the subject. However, the precondition for this is that I am not determined by irrelevant constraints in connection with the subject — e.g., by physical factors or by my own biological-genetic constitution, but also not by prejudices and preconcieved notions: precisely because I could not involve myself in the subject because of such constraints. Reduced to a formula, this means: truth presupposes freedom. As a philosophical theory, determinism itself lays claim to truth, which therewith presupposes freedom, in accordance with what I have just said.