Master of Arts - Arts / Genetics and immunology presently hold tremendous possibilities for changing the future through their biotechnological applications. To comprehend such complex subjects metaphor is generally employed. It is my contention that as these scientific concepts are repeatedly reinforced in both scientific and mass media representations, the metaphors suffuse our conceptual system to such an extent that they are no longer recognised as metaphors. Instead, they tend to be viewed as scientific ‘fact’. I have termed such pervasive metaphors, ‘concept metaphors’. I argue that the predominant concept metaphors regarding genetics and immunology are ‘information coding’ and ‘militarization’, respectively. Through this research, the origins of these concept metaphors as well as the extent to which they influence our current perceptions of life and health, become startlingly patent. I conclude by demonstrating how the utilisation of novel metaphors can significantly alter our conceptualisations and consequently, perceptions of these areas of molecular biology.

Sustainability is an emerging field, a knowledge frontier. However, the conceptualisation of what sustainability is, and what it means in theory and practice remains unsettled. Scant attention has been paid to how future managers make sense of sustainability, representing a significant gap in the literature. The overarching aim of this thesis is to explore how the polysemous phenomenon of sustainability is conceptualised by the next generation of managers. It explores how they made sense of sustainability; the drivers behind their sensemaking; whether there is a skew within their conceptualisations in favour of environmental explanations; and, whether the pilot of the UN Sustainability Literacy Test impacted on how they perceive sustainability. Drawing on 485 surveys, 7 semi-structured interviews and 3 focus groups, this was achieved through the theoretical lens of sensemaking, employing an inductive case study approach with elements of survey analysis, obtained from students at Plymouth Business School. The interpreted findings show that participants made sense of sustainability in various ways, mostly espousing a long-term/intergenerational view, with explanations principally couched in single-dimensional environmental terms, thereby demonstrating the sustainability skew. Education appears to be the main driver behind their sensemaking, although the media and conformity/socialisation also had an important part to play. The sustainability literacy test seems to have broadened perspectives and increased understanding of sustainability and for the vast majority of participants, the interest-levels following the test remained the same or increased. This study joins the ongoing conversation by providing an original contribution, both theoretically and empirically, to the contentious, complex and multifaceted notion that is sustainability, both in the wider sense and more particularly from the perspective of future managers. This is important because how future managers make sense of sustainability will ultimately structure its reality.

L‘étude de la métaphore reçoit une attention croissante au sein des études du langage, surtout depuis que cette notion a jeté une nouvelle lumière sur ce qui était considéré auparavant comme une simple figure de style. D‘après Lakoff et Johnson (2002), la métaphore conceptuelle est une manière de comprendre et de conceptualiser le monde. À partir de la Théorie de la Métaphore Conceptuelle, des concepts (VANDAELE, 2000; VANDAELE; LUBIN, 2005; VANDAELE 2009) sur la conceptualisation métaphorique des textes spécialisés et leur importance pour la traduction ont été étudiés. Les indices de conceptualisation métaphorique (ICs) sont des unités lexicales permettant de conceptualiser métaphoriquement un actant sur le plan cognitif ; grâce à une impression de dissonance, quelque chose d‘abstrait est conceptualisé au moyen d‘une chose plus concrète et forme un mode de conceptualisation qui sera perçu par l‘indice de conceptualisation. Les modes de conceptualisation sont très importants pour la traduction, puisque le comportement des indices ou même des modes de conceptualisation peuvent différer entre les langues. Il s‘agit de fournir un outil pour les traducteurs et de contribuer à la réflexion sur les études de la Traduction. Cette étude a pour objectif de repérer les indices de conceptualisation métaphoriques relatifs à l‘anatomie des muscles en portugais, pour mener ensuite une comparaison avec le français. Les corpus sont composés de chapitres portant sur les muscles, tirés d‘ouvrages d‘anatomie. Un prélèvement des ICs et l‘établissement des modes en portugais ont été effectués pour les comparer ensuite avec un prélèvement préalable en français. Pour fournir des équivalents aux indices en portugais, on s‘est basée sur l‘approche fonctionnaliste de la traduction qui observe le contexte d‘utilisation et la fonction du mot dans le contexte, en plus de son caractère socioculturel. On a observé que les indices et les modes de conceptualisation se semblent beaucoup dans les deux langues. / O estudo da metáfora tem recebido uma atenção crescente no âmbito dos estudos da linguagem, pois a noção de metáfora conceitual trouxe novo enfoque ao que antes se considerava uma mera figura de linguagem. Segundo Lakoff e Johnson (2002), a metáfora conceitual é uma maneira de compreender e conceituar o mundo. A partir da Teoria da Metáfora Conceitual, desenvolveram-se conceitos (VANDAELE, 2000; VANDAELE; LUBIN, 2005; VANDAELE 2009) relacionados à conceitualização metafórica presente nos textos especializados e estudou-se sua importância para a tradução. Os chamados índices de conceitualização metafórica (ICs) são entendidos como unidades léxicas que permitem conceitualizar metaforicamente um de seus actantes no plano cognitivo devido a uma impressão de dissonância ligada a representações factivas e fictícias, ou seja, conceitualiza-se algo mais abstrato por meio de algo mais concreto, formando um modo de conceitualização, que será percebido pelo índice de conceitualização. Tal conceitualização é de extrema importância para a tradução, uma vez que o comportamento dos índices e mesmo os modos de conceitualização podem diferir entre as línguas. Buscando então servir de ferramenta para tradutores e de reflexão para os estudos da Tradução, este trabalho tem como objetivo fazer um reconhecimento da conceitualização metafórica relativa à anatomia dos músculos em português, para então compará-la à do francês. Para a formação dos corpora foram utilizados capítulos relacionados aos músculos em obras de Anatomia. Foi feito um levantamento dos ICs e se estabeleceram os modos em português, para então compará-los com um levantamento prévio de ICs em francês. Para a formação dos corpora foram utilizados capítulos relacionados aos músculos em obras de Anatomia. Foi feito um levantamento dos ICs e se estabeleceram os modos em português, para então compará-los com um levantamento prévio de ICs em francês. Para o fornecimento de equivalentes aos índices em português, nos baseamos na abordagem funcionalista da tradução, em que se observa o contexto de uso e a função da palavra no contexto, além do caráter sociocultural. Observou-se que os índices e modos de conceitualização metafórica podem se assemelhar bastante nas duas línguas.

L‘étude de la métaphore reçoit une attention croissante au sein des études du langage, surtout depuis que cette notion a jeté une nouvelle lumière sur ce qui était considéré auparavant comme une simple figure de style. D‘après Lakoff et Johnson (2002), la métaphore conceptuelle est une manière de comprendre et de conceptualiser le monde. À partir de la Théorie de la Métaphore Conceptuelle, des concepts (VANDAELE, 2000; VANDAELE; LUBIN, 2005; VANDAELE 2009) sur la conceptualisation métaphorique des textes spécialisés et leur importance pour la traduction ont été étudiés. Les indices de conceptualisation métaphorique (ICs) sont des unités lexicales permettant de conceptualiser métaphoriquement un actant sur le plan cognitif ; grâce à une impression de dissonance, quelque chose d‘abstrait est conceptualisé au moyen d‘une chose plus concrète et forme un mode de conceptualisation qui sera perçu par l‘indice de conceptualisation. Les modes de conceptualisation sont très importants pour la traduction, puisque le comportement des indices ou même des modes de conceptualisation peuvent différer entre les langues. Il s‘agit de fournir un outil pour les traducteurs et de contribuer à la réflexion sur les études de la Traduction. Cette étude a pour objectif de repérer les indices de conceptualisation métaphoriques relatifs à l‘anatomie des muscles en portugais, pour mener ensuite une comparaison avec le français. Les corpus sont composés de chapitres portant sur les muscles, tirés d‘ouvrages d‘anatomie. Un prélèvement des ICs et l‘établissement des modes en portugais ont été effectués pour les comparer ensuite avec un prélèvement préalable en français. Pour fournir des équivalents aux indices en portugais, on s‘est basée sur l‘approche fonctionnaliste de la traduction qui observe le contexte d‘utilisation et la fonction du mot dans le contexte, en plus de son caractère socioculturel. On a observé que les indices et les modes de conceptualisation se semblent beaucoup dans les deux langues. / O estudo da metáfora tem recebido uma atenção crescente no âmbito dos estudos da linguagem, pois a noção de metáfora conceitual trouxe novo enfoque ao que antes se considerava uma mera figura de linguagem. Segundo Lakoff e Johnson (2002), a metáfora conceitual é uma maneira de compreender e conceituar o mundo. A partir da Teoria da Metáfora Conceitual, desenvolveram-se conceitos (VANDAELE, 2000; VANDAELE; LUBIN, 2005; VANDAELE 2009) relacionados à conceitualização metafórica presente nos textos especializados e estudou-se sua importância para a tradução. Os chamados índices de conceitualização metafórica (ICs) são entendidos como unidades léxicas que permitem conceitualizar metaforicamente um de seus actantes no plano cognitivo devido a uma impressão de dissonância ligada a representações factivas e fictícias, ou seja, conceitualiza-se algo mais abstrato por meio de algo mais concreto, formando um modo de conceitualização, que será percebido pelo índice de conceitualização. Tal conceitualização é de extrema importância para a tradução, uma vez que o comportamento dos índices e mesmo os modos de conceitualização podem diferir entre as línguas. Buscando então servir de ferramenta para tradutores e de reflexão para os estudos da Tradução, este trabalho tem como objetivo fazer um reconhecimento da conceitualização metafórica relativa à anatomia dos músculos em português, para então compará-la à do francês. Para a formação dos corpora foram utilizados capítulos relacionados aos músculos em obras de Anatomia. Foi feito um levantamento dos ICs e se estabeleceram os modos em português, para então compará-los com um levantamento prévio de ICs em francês. Para a formação dos corpora foram utilizados capítulos relacionados aos músculos em obras de Anatomia. Foi feito um levantamento dos ICs e se estabeleceram os modos em português, para então compará-los com um levantamento prévio de ICs em francês. Para o fornecimento de equivalentes aos índices em português, nos baseamos na abordagem funcionalista da tradução, em que se observa o contexto de uso e a função da palavra no contexto, além do caráter sociocultural. Observou-se que os índices e modos de conceitualização metafórica podem se assemelhar bastante nas duas línguas.

L‘étude de la métaphore reçoit une attention croissante au sein des études du langage, surtout depuis que cette notion a jeté une nouvelle lumière sur ce qui était considéré auparavant comme une simple figure de style. D‘après Lakoff et Johnson (2002), la métaphore conceptuelle est une manière de comprendre et de conceptualiser le monde. À partir de la Théorie de la Métaphore Conceptuelle, des concepts (VANDAELE, 2000; VANDAELE; LUBIN, 2005; VANDAELE 2009) sur la conceptualisation métaphorique des textes spécialisés et leur importance pour la traduction ont été étudiés. Les indices de conceptualisation métaphorique (ICs) sont des unités lexicales permettant de conceptualiser métaphoriquement un actant sur le plan cognitif ; grâce à une impression de dissonance, quelque chose d‘abstrait est conceptualisé au moyen d‘une chose plus concrète et forme un mode de conceptualisation qui sera perçu par l‘indice de conceptualisation. Les modes de conceptualisation sont très importants pour la traduction, puisque le comportement des indices ou même des modes de conceptualisation peuvent différer entre les langues. Il s‘agit de fournir un outil pour les traducteurs et de contribuer à la réflexion sur les études de la Traduction. Cette étude a pour objectif de repérer les indices de conceptualisation métaphoriques relatifs à l‘anatomie des muscles en portugais, pour mener ensuite une comparaison avec le français. Les corpus sont composés de chapitres portant sur les muscles, tirés d‘ouvrages d‘anatomie. Un prélèvement des ICs et l‘établissement des modes en portugais ont été effectués pour les comparer ensuite avec un prélèvement préalable en français. Pour fournir des équivalents aux indices en portugais, on s‘est basée sur l‘approche fonctionnaliste de la traduction qui observe le contexte d‘utilisation et la fonction du mot dans le contexte, en plus de son caractère socioculturel. On a observé que les indices et les modes de conceptualisation se semblent beaucoup dans les deux langues. / O estudo da metáfora tem recebido uma atenção crescente no âmbito dos estudos da linguagem, pois a noção de metáfora conceitual trouxe novo enfoque ao que antes se considerava uma mera figura de linguagem. Segundo Lakoff e Johnson (2002), a metáfora conceitual é uma maneira de compreender e conceituar o mundo. A partir da Teoria da Metáfora Conceitual, desenvolveram-se conceitos (VANDAELE, 2000; VANDAELE; LUBIN, 2005; VANDAELE 2009) relacionados à conceitualização metafórica presente nos textos especializados e estudou-se sua importância para a tradução. Os chamados índices de conceitualização metafórica (ICs) são entendidos como unidades léxicas que permitem conceitualizar metaforicamente um de seus actantes no plano cognitivo devido a uma impressão de dissonância ligada a representações factivas e fictícias, ou seja, conceitualiza-se algo mais abstrato por meio de algo mais concreto, formando um modo de conceitualização, que será percebido pelo índice de conceitualização. Tal conceitualização é de extrema importância para a tradução, uma vez que o comportamento dos índices e mesmo os modos de conceitualização podem diferir entre as línguas. Buscando então servir de ferramenta para tradutores e de reflexão para os estudos da Tradução, este trabalho tem como objetivo fazer um reconhecimento da conceitualização metafórica relativa à anatomia dos músculos em português, para então compará-la à do francês. Para a formação dos corpora foram utilizados capítulos relacionados aos músculos em obras de Anatomia. Foi feito um levantamento dos ICs e se estabeleceram os modos em português, para então compará-los com um levantamento prévio de ICs em francês. Para a formação dos corpora foram utilizados capítulos relacionados aos músculos em obras de Anatomia. Foi feito um levantamento dos ICs e se estabeleceram os modos em português, para então compará-los com um levantamento prévio de ICs em francês. Para o fornecimento de equivalentes aos índices em português, nos baseamos na abordagem funcionalista da tradução, em que se observa o contexto de uso e a função da palavra no contexto, além do caráter sociocultural. Observou-se que os índices e modos de conceitualização metafórica podem se assemelhar bastante nas duas línguas.

This thesis explored conceptual and pathological issues of perfectionism within the developmental period of adolescence. Quantitative and qualitative methodological approaches were utilised in the study of both general and clinical adolescent populations. Overall, the thesis aimed to provide an empirically driven account of adolescent perfectionism within a clinical context. Introductory chapters discuss adolescent development and mental health, developmental theories of perfectionism, and adolescent expressions of perfectionism. Historical and conceptual developments in perfectionism theory are critically discussed before the current conceptualisations used in adolescent research are identified and considered. The findings of a systematic review examining associations between perfectionism, mental illness, and treatment outcomes in clinical adolescent populations are reported. PRISMA guidelines and pre-specified qualitative assessment criteria were utilised. Sixteen studies were included in the review. Good quality research indicates that socially-prescribed perfectionism relates to suicide and depression. Lower quality research suggests that self-oriented perfectionism has a role in eating disorders. Studies of eating disorder, depression, and chronic fatigue syndrome treatment all indicate that perfectionism negatively impacts on outcomes for these adolescent groups but the effect is less consistent in suicidal adolescents A questionnaire-based survey of 507 Scottish adolescents (272 females, 233 males; age range: 12.24-15.50 years) was conducted to explore the relationships of perfectionism and clinical perfectionism to mental health risk in the general adolescent population. Exploratory and confirmatory factor analyses were performed on the Child-Adolescent Perfectionism Scale (CAPS) and the Clinical Perfectionism Questionnaire (CPQ). The identified factor structures of these measures were then used to examine risk for depression, anxiety, and eating disorders in adolescents. Path analyses using structural equation modelling identified unique paths between varied facets of adolescent perfectionism and mental health disorders. Perfectionistic concerns, measured by the CPQ, was found to be transdiagnostic for all three disorders in adolescents. A focus group study of clinician perspectives of adolescent perfectionism was conducted and analysed through thematic analysis. The results highlighted similarities and differences between clinician-perspectives and published conceptual models. The study also revealed some of the issues clinicians face in their clinical work with clinical adolescent perfectionists. The study provided a reference framework to inform the development of the final study. With the aim of developing a novel conceptualisation of perfectionism in adolescent clinical populations, a grounded theory study of sixteen adolescents diagnosed with an eating disorder was conducted. Semi-structured, individual interviews were conducted and methodically analysed according to grounded theory methodology to explore the young peoples’ experiences of perfectionism. A novel framework for adolescent clinical perfectionism is proposed based on the findings of this study. The framework encapsulates a developmentally relevant construction of perfectionism as it is experienced by these young people. The thesis findings are related to associated literature regarding mental health problems in adolescents and conceptualisations of perfectionism. Implications for clinical intervention are suggested. Future directions for the field of adolescent clinical perfectionism are proposed. The unique contribution of this thesis to the wider adolescent perfectionism literature is discussed.

MESHWR / Department of Hydrology and Water Resources / This study was focused on determining groundwater recharge and groundwater potential for Mhinga area in South Africa, which is a rural area that depends mainly on groundwater for domestic water supply. Numerical modelling was used to simulate the groundwater behaviour in the aquifer and estimate groundwater recharge. MIKE SHE and MIKE 11 models were coupled and used to estimate groundwater recharge within calibration and validation periods of 2007/07/01 to 2009/12/31 and 2010/01/01 to 2013/05/21, respectively. Due to limited data availability for Mhinga, modelling was carried out at quaternary scale and then localised to Mhinga area. Remotely sensed data (satellite images, shapefiles and maps) was used to produce the groundwater potential map for Mhinga. The data were assigned with weights using Saaty’s Analytical Hierarchy Process and overlain on ArcGIS platform. Borehole drilling statistics of the boreholes in A91H quaternary catchment were used to validate the groundwater potential map. In streamflow modelling using MIKE 11, values of Nash-Sutcliffe efficiency (NSE), correlation coefficient (R), root mean square error (RMSE) and mean absolute error (MAE) were 0.51-0.89, 0.73-0.97, 3.61-7.96 and 1.13-2.75, respectively. In integrated groundwater modelling using MIKE SHE, values of NSE, R, RMSE and MAE were 0.72-0.84, 0.87-0.93, 0.18-0.32 and 0.13-0.26, respectively. These values showed that MIKE SHE and MIKE 11 models had satisfactory performances. Groundwater recharge estimates were generally very low ranging from 0 to 2.75 mm/year, which constituted 0 – 0.42 % of Mean Annual Precipitation (MAP) for the A91H quaternary catchment. This was associated with high evapotranspiration (mean of approximately 4 mm/day) compared to the low precipitation levels (MAP of 656 mm/year). Moreover, in the low lying areas, with gentle slopes, low recharge between 0.2 – 0.4 mm was observed. The groundwater potential (GWP) map produced revealed that Mhinga is predominantly covered by regions of very low and low groundwater potential, which was associated with the type of geology. Area coverages of 34.47 % had very low, 51.39 % had low, 7.66 % had moderate and 6.48 % had high groundwater potential. Moderate to high groundwater potential zones were located along the geologic fault zones. In A91H, 112 unsuccessful boreholes were drilled, 69 (61.6 %) fell in the very low GWP zones, 16 (14.3 %) fell in the low GWP zones, 17 (15.2 %) fell in moderate GWP zones and 10 (8.9 %) fell in the high GWP zones. In the Mhinga, 19 unsuccessful boreholes were drilled of which, 11 (57.9%) fell in the very low GWP zones, while 6 (31.6%) fell in the low GWP zones and 2 (10.5%) fell in the moderate GWP zone. Hence 89.5% of all the unsuccessful boreholes drilled occurred in the very low to low GWP zones. It is concluded that the study area is mainly dominated by of areas with low recharge and very low to low groundwater potential. It is recommended that the MIKE SHE – MIKE 11 model and the GIS models should be developed further and improved as more data is collected to refine the conceptualisation of the aquifer.

Les tests statistiques constituent un appréciable outil d'aide à la décision dans nombre de domaines. Dans le champ de l'éducation statistique, cette thèse étudie les difficultés de compréhension suscitées lors de l'apprentissage des tests d'hypothèses.Les objectifs visent à cerner, d'une part, les conceptions au regard des concepts et procédures impliqués dans un test de comparaison d'une moyenne à une norme et, d'autre part, les raisonnements élaborés lors de la résolution de ce test inductif. Auprès d'étudiants en sciences humaines, futurs psychologues et praticiens des tests, l'étude contribue à élucider les conceptions vis-à-vis des concepts d'échantillon, moyenne échantillonnale, population parente, moyenne parentale, population de référence, norme, latéralité, hypothèses, statistique de test, seuil, valeur critique, décision et conclusion, ainsi qu'à éclairer les raisonnements résolutifs. Ces questions rejoignent certains travaux (Batanero, 2000; Birnbaum, 1982 Lecoutre et al., 2003 ; Poitevineau, 2004 ; Vallecillos, 1997), plutôt ciblés sur un concept isolé et recueillant par questionnaire fermé ; peu d'études ont visé les idées des apprenants lors d'une"résolution complète et libre". Ce travail tente de contribuer à combler cette lacune, en sollicitant une résolution"complète" et en utilisant deux outils de recueil : une épreuve écrite (90 sujets) puis des entretiens individuels à résolution de problème (10 sujets). L'analyse des résultats confirme l'existence d'une grande variété de conceptions et dévoile de multiples"conceptions erronées", voire des"absences de conceptualisation" ; les résultats les plus notoires concernent les concepts de"population parente" et de"moyenne de la population parente" ainsi que la logique inductive attendue, qui ont suscité des difficultés chez la quasi-totalité des étudiants. Cette thèse apporte une explication multicausale à ces difficultés et soulève l'éventuelle existence d'un"obstacle à l'apprentissage" (Brousseau, 1998) en le signifié du terme"parente".Les apports de cette recherche, probablement généralisables à tout le milieu estudiantin, pourront être utiles dans l'enseignement des tests et la recherche en éducation statistique, pour la construction de dispositifs d'enseignement plus favorables à l'apprenant et au praticien.

First-year chemistry was identified by the North West University Potchefstroom Campus as one of the modules with a low pass rate. It is clear that students often memorise definitions and formulae, without understanding the underlying concepts which are necessary for problem solving. It is important that these and other related problems are addressed, before any significant change in the through-put rate for first-year students is reached. Conventional forms of lectures as teaching approach had little impact on the performance of students’ exam results. Much research has already been done on students’ misconceptions of stoichiometry, as well as problem solving strategies regarding stoichiometric problems. In addition, several alternative approaches concerning the teaching of chemistry have already been developed. Students still see this subject as very difficult and challenging. This study handles the systematic integration of visualization during lectures and the development of critical thinking and metacognition in assignments in stoichiometry teaching of first-year students at a South African University with the purpose of improving conceptual understanding. A quantitative research approach was followed. A one-group pre-test-post-test design was initiated to determine if there were practical significant differences in the conceptualisation of students at the beginning and at the end of the study. The intervention consisted of the implementation of specific teaching techniques, which included visualization and the development of critical thinking. Slideshows, a document camera, assessment tasks, a mini-project as well as thinking skills tasks were used. The study indicated that visualization, metacognition and critical thinking had a positive influence on the learning and conceptualisation of stoichiometry in students. The promotion of the learning of by the implementation of visualization, metacognition and critical thinking techniques, was successfully applied to help first-year students of this university realise stoichiometric-conceptualisation. / MSc (Natural Science Education), North-West University, Potchefstroom Campus, 2015

First-year chemistry was identified by the North West University Potchefstroom Campus as one of the modules with a low pass rate. It is clear that students often memorise definitions and formulae, without understanding the underlying concepts which are necessary for problem solving. It is important that these and other related problems are addressed, before any significant change in the through-put rate for first-year students is reached. Conventional forms of lectures as teaching approach had little impact on the performance of students’ exam results. Much research has already been done on students’ misconceptions of stoichiometry, as well as problem solving strategies regarding stoichiometric problems. In addition, several alternative approaches concerning the teaching of chemistry have already been developed. Students still see this subject as very difficult and challenging. This study handles the systematic integration of visualization during lectures and the development of critical thinking and metacognition in assignments in stoichiometry teaching of first-year students at a South African University with the purpose of improving conceptual understanding. A quantitative research approach was followed. A one-group pre-test-post-test design was initiated to determine if there were practical significant differences in the conceptualisation of students at the beginning and at the end of the study. The intervention consisted of the implementation of specific teaching techniques, which included visualization and the development of critical thinking. Slideshows, a document camera, assessment tasks, a mini-project as well as thinking skills tasks were used. The study indicated that visualization, metacognition and critical thinking had a positive influence on the learning and conceptualisation of stoichiometry in students. The promotion of the learning of by the implementation of visualization, metacognition and critical thinking techniques, was successfully applied to help first-year students of this university realise stoichiometric-conceptualisation. / MSc (Natural Science Education), North-West University, Potchefstroom Campus, 2015