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In the study of the arithmetic degrees the $\omega \text {-REA}$ sets play a role analogous to the role the r.e. degrees play in the study of the Turing degrees. However, much less is known about the arithmetic degrees and the role of the $\omega \text {-REA}$ sets in that structure than about the Turing degrees. Indeed, even basic questions such as the existence of an $\omega \text {-REA}$ set of minimal arithmetic degree are open. This paper makes progress on this question by demonstrating that some promising approaches inspired by the analogy with the r.e. sets fail to show that no $\omega \text {-REA}$ set is arithmetically minimal. Finally, it constructs a $\prod ^0_{2}$ singleton of minimal arithmetic degree. Not only is this a result of considerable interest in its own right, constructions of $\prod ^0_{2}$ singletons often pave the way for constructions of $\omega \text {-REA}$ sets with similar properties. Along the way, a number of interesting results relating arithmetic reducibility and rates of growth are established.
Chapter 3 presents an overview of work carried out prior to the emergence of rapid ethnographies. It briefly goes over approaches such as rapid rural appraisals (RRA), participatory rural appraisals (PRA), rapid ethnographic assessments (REA), rapid assessment procedures (RAP), rapid assessment response and evaluation (RARE), rapid appraisals, rapid qualitative inquiry (RQI) and rapid evaluation. The purpose of the chapter is to situate rapid ethnographies within a wider field of rapid research, demonstrating the diversity of approaches and their rich history. The chapter also makes comparisons across rapid approaches to highlight their characteristic features and trends that have developed in the way in which we do rapid research.
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