Forestry management relies on combating the challenges posed by fire. Knowledge of fire risk helps in the planning for and reacting to forest fires. One method used is the mapping of the Keetch-Byram Drought Index (KBDI). Though it was not specifically designed to be a fire risk assessment tool it is used to highlight areas with a high potential of fire due to climactic factors. A statistical analysis is performed to determine the relevance of the use of this drought index to measure fire potential. Analysis is performed by testing the relationship of KBDI to the number of fires and area burned in the Mississippi Forestry Commission?s south east fire district. These analyses showed a weak relationship between total fires and KBDI. In many cases there was no relationship. This calls into question the use of KBDI to determine fire potential.

The purpose of this degree project was to investigate teachers’ conscious and unconscious interpretations of interculturality. We interviewed five teachers from different schools in order to analyse how intercultural their teaching of culture in EFL is. We investigated how their schools encourage cultural diversity, whether intercultural aspects are incorporated in their EFL-teaching and how they interpret the term interculturality. The Swedish national curriculum (Skolverket 2011a), Byram’s (1997) five savoirs and Sercu’s (2006) IC-teacher profile provided us with the theoretical background for the analysis. Our findings suggest that there are teachers who do not incorporate intercultural aspects into their EFL-teaching, as well as teachers who include some aspects. Among our five teachers there is an uncertainty concerning interculturality and how it should be a part of their teaching. Our conclusion is that since it is no longer optional in Swedish schools to incorporate interculturality into EFL-teaching, it is necessary to raise an awareness of the term among principals, teachers and teacher students.