This study explores Anne Michaels’s representation of the Second World War – with particular reference to the Holocaust – in her novel Fugitive Pieces. The study contends that Michaels demonstrates a way of remembering these traumatic and debilitating events which not only promotes physical, emotional and spiritual recuperation but is also capable of beneficially affecting the future. The first chapter contextualises the study by describing the literary debate that surrounds Holocaust representation in writing, a debate which furthermore entails an argument on the efficacy of literary techniques such as the use of metaphor. In the chapter, it is proposed that the novel ‘speaks out’ against silence, and privileges remembrance over disregard. The second chapter suggests that the novel is an example of the way in which metaphor can be used effectively to figure the Holocaust for survivors and victims, and for subsequent generations. Concomitantly, the chapter defends Michaels’s use of metaphor in its presentation of proposals, concerning her characters and their experience of the Holocaust, that display rare perspicacity and benevolence. The third and final chapter of this study comprises a four-section exploration of specific metaphors which the author uses in Fugitive Pieces to demonstrate that the horror characterising the Holocaust should not be the sum total of its effect, and that affirmations such as faith and hope can and did arise in the context of extreme physical and mental distress. This thesis is based on the proposition that Michaels’s layering of real-life testimony with imaginative intuition introduces her readers to a valuable way of dealing with the past and facing the future.

Neste trabalho, alguns espaços de funções que surgem naturalmente no contexto da topologia geral são estudados. Por meio da noção de bornologias, problemas de Cp-teoria e Ck-teoria são analisados simultaneamente, como a caracterização de certas funções cardinais no espaço das funções contínuas e propriedades relativas a jogos seletivos. A compactificação de Stone- Cech também é estudada, onde a existência de P-pontos no resíduo dos naturais é considerada sob a Hipótese do Contínuo. Com a adição de certas hipóteses sobre pequenos cardinais, alguns resultados obtidos ao longo do texto são utilizados em problemas relacionados com espaços de Michael e espaços de Alster / In this work, some function spaces that naturally arise in the general topology context are studied. By the notion of bornologies, Cp-theory and Ck-theory problems are simultaneously analysed, as the characterization of some cardinal functions in the space of continuous real functions and properties related to selective games. The Stone-Cech compactification is also studied, and the existence of P-points in the remainder of the set of the natural numbers is considered under the Continuum Hypothesis. With the addition of some hypotheses about small cardinals, some results obtained through the text are used in problems related to Michael spaces and Alster spaces

Neste trabalho, alguns espaços de funções que surgem naturalmente no contexto da topologia geral são estudados. Por meio da noção de bornologias, problemas de Cp-teoria e Ck-teoria são analisados simultaneamente, como a caracterização de certas funções cardinais no espaço das funções contínuas e propriedades relativas a jogos seletivos. A compactificação de Stone- Cech também é estudada, onde a existência de P-pontos no resíduo dos naturais é considerada sob a Hipótese do Contínuo. Com a adição de certas hipóteses sobre pequenos cardinais, alguns resultados obtidos ao longo do texto são utilizados em problemas relacionados com espaços de Michael e espaços de Alster / In this work, some function spaces that naturally arise in the general topology context are studied. By the notion of bornologies, Cp-theory and Ck-theory problems are simultaneously analysed, as the characterization of some cardinal functions in the space of continuous real functions and properties related to selective games. The Stone-Cech compactification is also studied, and the existence of P-points in the remainder of the set of the natural numbers is considered under the Continuum Hypothesis. With the addition of some hypotheses about small cardinals, some results obtained through the text are used in problems related to Michael spaces and Alster spaces

In contrast with the large number of poorly performing schools in Swaziland over the past decade (1991-2000), a few schools have managed to attain consistently good results. One such school is St Michael's High. This study draws on the perceptions of different major stakeholders at St Michael's of factors deemed to have contributed to academic success at the school. The study thus follows Fertig (2000), who advocates research in effective schools to be done by looking at the perceptions of different stakeholders rather than in relation to an objective checklist. In this study, St Michael's High is found to be an effective school. Its experience can play a vital role in helping other ineffective and failing schools to improve their academic standing and tarnished public image, provided the schools unreservedly commit themselves to changing their ways. This investigation is aimed at understanding the roles which the school leadership and associated stakeholders have played in making St Michael's an exemplary school in Swaziland. Its findings indicate that the schools that themselves take the initiative to improve their effectiveness are the ones which are successful, which accords with the consensus in research literature on school effectiveness. The evidence gathered in this study suggests that St Michael's is characteristic of such effective schools. Since this is a qualitative interpretive case study on perception of success factors in a girls' high school within the city of Manzini, interviews comprising semi-structured questions were highly useful in tapping the understanding of how various stakeholders contribute to the academic achievement of students in the school. The findings, organised in the form of themes, help illuminate what appears to be a systematic and well-focussed approach toward the academic development of the school and the fulfilment of its goals. Every aspect of the school system is thoroughly explored. The validity of the stakeholders' claim that St Michael's High is a dream school for most Swazi children is verified by the school's examination results for the past decade. But what the research reveals are the cultural, academic, social, and moral values and beliefs which serve as a strong anchor for the school leadership and management, and without which St Michael's as an organisation would be unable to meet the challenge of implementing academic and national reconstruction.