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Energy is one of the most critical elements that support societies in the modern world. As with anything else, energy is a limited resource, and saving it is essential for a fossil-free future where one is aware of their energy consumption and knows what is needed to save it. Recently, Europe has been faced with severe energy shortages where Sweden for example was under the threat of blackouts in 2022/2023. As a way to mitigate the problem, The EU introduced a law that obliges individuals and institutions to reduce their energy consumption during peak hours. In Sweden, this was translated into “Varje kWh räknas” or every kilowatt-hour counts campaign in order to promote energy saving in society. Uppsala university is one of the institutions that had to reduce the energy consumption where students play a role in this energy saving. On the other hand, energy literacy is defined as the way people understand energy, how it is being used, and the attitudes regarding saving it. Previous research (such as Cotton et al., 2015; DeWaters and Powers, 2011; Blasch et al., 2017) about energy literacy tended to focus on various societal groups when investigating the three different domains of energy literacy: cognitive, attitude, and behavior. The cognitive domain is defined as the knowledge related to energy basic rules and concepts, while the affective domain is defined as the attitudes toward energy such as beliefs, values, feelings, etc. Behavioral literacy is the intentions, involvement, and decisions one makes in relation to energy and energy saving. This study aims to explore themes and opinions in energy behaviour, perception, and literacy among students in order to understand the current ways energy literacy is being promoted and taught at Uppsala University and the wayes to imporove it. This was done by providing answer to the resurch question: What cognitive, behavioural, and affective knowledge do students have about the nature and role of energy in their daily lives?In this study, students at Uppsala University, Campus Gotland were interviewed and asked questions about energy and their energy-related attitude and behavior. The data was collected via interviews and then analyzed thematically. The discovered themes varied from students covering the cognitive domain elements to the difference in themes in relation to affective and behavioral domains. Students in general talked about energy in relation to factors that would affect energy behavior and would in turn contribute to saving energy like education. Students also covered various forms of feelings related to energy like anger, fear, and hopefulness. Additionally, various factors showed different patterns when talking about energy-related behavior, energy-saving ivattitudes, and the general perception of the relation between knowing about energy and the attitude and behavior domain. When covering the role of Uppsala University, all students have illustrated the importance of introducing energy-related education to the official curriculum, as well as other methods related to Uppsala University to increase energy knowledge amongst students.

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Cardiovascular diseases are major causes of mortality and hospitalization for adult Indigenous peoples. Historical, socio-economic, environmental and cultural risk factors have been identified in the literature and new evidence is emerging regarding culturally relevant health promotion approaches for Indigenous peoples at risk of developing or currently experiencing cardiovascular disease. Self-management of care is considered a central component to effective cardiovascular disease management. This approach requires a working knowledge and understanding of cardiovascular disease medications, and an ability to effectively communicate with healthcare practitioners. Another important associated risk factor for Indigenous peoples with heart disease, is the gap between patient - practitioner understanding of heart disease. The biomedical perspective supported by Western scientific evidence, makes little room for Indigenous knowledge. Indigenous peoples may wish to include Indigenous knowledge and/or Traditional Medicine in their self-care approach. The findings of this research demonstrates that Indigenous peoples primarily have a biomedical understanding of their heart disease and most are unaware of how various socio-historical and socio-cultural factors such as the negative inter-generational impact of residential school and contemporary experiences of oppression and discrimination are linked to their heart disease. This situation can be attributed to an Indigenous knowledge diaspora experience that includes the severance of access to Indigenous knowledge and Indigenous languages during the residential school period and the dominance of biomedicine in health care delivery. The concept of ‘diaspora health literacy’ is critically discussed as a potential tool to address the Indigenous knowledge diaspora barrier. It is proposed that Indigenous peoples with heart disease can enhance their self-care when culturally relevant health literacy approaches are available to them. In turn, healthcare practitioners can broker an ‘Indigenous therapeutic relational space’ with their Indigenous patients by initiating a culturally relevant health literacy assessment and a harmonized implementation model. / Dissertation / Doctor of Philosophy (PhD)

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Following recent trends in lexical studies to focus more on multiword rather than single-word vocabulary, this descriptive study examines fixed expressions and idioms (FEI) in spoken and written corpora of academic language. In this research, FEIs are operationalized as phrases that are conventionalized to a certain degree, have flexibility in word sequences, and have unclarity of interpretation (Fernando, 1996). With these three criteria, a new list of 652 target FEIs was culled from lists from eight previous corpus studies (Biber et al., 1999; Gardner & Davies, 2007; Garnier & Schmitt, 2015; Grant, 2007; Liu, 2003, 2012; Miller, 2020; Simpson & Mendis, 2003). To identify the most common academic FEIs, a search for these 652 FEIs was conducted in two existing academic corpora, the Michigan Corpus of Academic Spoken English (MICASE) and the Michigan Corpus of University Student Papers (MICUSP). The end result of this corpus study is the Academic Fixed Expressions and Idioms List (AFEIL), which consists of 123 unique items, with 66 from the spoken corpus and 87 from the written corpus. To select FEIs for the AFEIL, this study followed Liu's (2003) guidelines of a minimum frequency of two times per million words and a minimum range of three out of five academic divisions within MICASE and three out of four academic divisions within MICUSP. While we expect individual academic words to differ from individual general words, this study found that academic FEIs do not consist of academic lexical items. In fact, 100% of the words that make up the 66 academic FEIs from MICASE and almost 97% of the words that make up the 87 FEIs from MICUSP are from the first 2,000 words of the General Service List (GSL). Surprisingly, only six academic words form any part of the academic FEIs. Although knowledge of general vocabulary may be important in learning academic FEIs, the high number of FEIs with restricted variation may cause learning difficulties due to their high degree of non-compositionality. While numerous academic lists exist for single words (e.g., Academic Word List [Coxhead, 2000], Academic Vocabulary List [Gardner & Davies, 2013]), the AFEIL may be of particular interest to teachers of English for Academic Purposes (EAP) because it is an academic corpus-based list that goes beyond single words. Formulaic language and multiword vocabulary are very common in academic registers (Biber et al., 2007) and should therefore receive more attention in EAP classroom teaching through tools and materials like the AFEIL that portray English vocabulary accurately based on real language use rather than human intuition.