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The paper describes the software implementation of the numerical method proposed by M.Bardi and M.Falcone solving optimal time games. Examples of numerical calculations are given. The question of the applicability of this method for solving differential games with life line, i.e. with a set where the second player escapes and wins unconditionally, is discussed and examined. Currently, the study has not been completed and will be continued in the future. / В работе приведено описание программной реализации численного метода, предложенного М.Барди и М.Фальконе для решения игр быстродействия. Приведены примеры численного счета. Обсуждается и исследуется вопрос о применимости данного метода для решения дифференциальных игр быстродействия с линией жизни, то есть с множеством, при попадании системы на которое второй игрок безусловно выигрывает. В настоящее время это исследование не доведено до конца и будет продолжено в дальнейшем.

Among the many undesirable phenomenon within developing countries is „orphanhood‟ that seems to be precipitated by the escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. The phenomenological descriptive case study investigated the effects of double orphanhood on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Chipinge District of Manicaland, Zimbabwe. The qualitative enquiry is tethered on a multi-dimensional concept of constructivism. The triangulated data were collected through participant observations, open-ended questionnaire, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The study employed the Tesch‟s qualitative model of data analysis that led the findings into five major themes, each differentiating into sub-categories. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children‟s voiced responses expressed great despondence over their predicament. Other older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government‟s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky to remain beneficiaries up to the end of their secondary schooling. vi Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore, the local community, education administrators, policy makers, children‟s rights advocates together with the children‟s representatives should map out life-lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. / Psychology of Education / D. Ed. (Psychology of Education)

Among the many undesirable phenomenon within developing countries is „orphanhood‟ that seems to be precipitated by the escalating parental deaths mostly rooted in the devastating effects of HIV/AIDS and poverty. The phenomenological descriptive case study investigated the effects of double orphanhood on the cognition and learning of orphans and vulnerable children (OVC) living within child-headed households (CHHs) in Chipinge District of Manicaland, Zimbabwe. The qualitative enquiry is tethered on a multi-dimensional concept of constructivism. The triangulated data were collected through participant observations, open-ended questionnaire, interviews and focus group discussions held at four secondary schools. The purposefully selected participants comprised 20 double orphans and vulnerable children, four headmasters, eight teachers, one Education Officer and one Social Welfare officer, making a total sample of 34. The study employed the Tesch‟s qualitative model of data analysis that led the findings into five major themes, each differentiating into sub-categories. The findings revealed that though most OVC try to remain resilient within their orphanhood predicament, they continue to suffer loneliness, inferiority complex, stresses, anxieties, low self-esteem, lack of concentration in class and more negativity that militates against effective assimilation and accommodation of learning materials within their ecological environment. The situation affected both sexes and was exacerbated by poverty, need deprivation and overwhelming household and parenting responsibilities. As such, most of the children‟s voiced responses expressed great despondence over their predicament. Other older OVC were contemplating dropping out of school in order to work, earn and look after their siblings. Even though some OVC reported occasional receipt of aid through donors and the government‟s facilities such as the Basic Education Assistance Module (BEAM), not all OVC were lucky to remain beneficiaries up to the end of their secondary schooling. vi Orphanhood was found to be a psychological deterrent to cognition and learning. Therefore, the local community, education administrators, policy makers, children‟s rights advocates together with the children‟s representatives should map out life-lines ideal for enhancing the cognitive learning of double OVC residing in CHHs. / Psychology of Education / D. Ed. (Psychology of Education)