E/BD in Inclusive Classrooms (Grades P-3)

This meta-synthesis focuses on the literature pertaining to students with emotional and behavioral disorders in inclusive preschool through third grade classrooms. The first purpose of this study was to discover the feelings and ideas that teachers, parents and community members have. Teachers, parents and community members have varying views about inclusion of students with emotional and behavioral disorders. The second purpose was to discover ideas that teachers could use in the classroom to successfully support students with emotional and behavioral disorders

The Lost Melody Phenomenon

A typical phenomenon for machine models of transfinite computations is the existence of so-called lost melodies, i.e. real numbers $x$ such that the characteristic function of the set $\{x\}$ is computable while $x$ itself is not (a real having the first property is called recognizable). This was first observed by J. D. Hamkins and A. Lewis for infinite time Turing machine, then demonstrated by P. Koepke and the author for $ITRM$s. We prove that, for unresetting infinite time register machines introduced by P. Koepke, recognizability equals computability, i.e. the lost melody phenomenon does not occur. Then, we give an overview on our results on the behaviour of recognizable reals for $ITRM$s. We show that there are no lost melodies for ordinal Turing machines or ordinal register machines without parameters and that this is, under the assumption that $0^{\sharp}$ exists, independent of $ZFC$. Then, we introduce the notions of resetting and unresetting $\alpha$-register machines and give some information on the question for which of these machines there are lost melodies