Guide for aPLaNet mentors

Page 1 The project Web 2.0 European Resource Centre has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Foreword
Why become an aPLaNet mentor?
Before you read this handbook and before you volunteer to be an aPLaNet mentor, let's take a brief look at what's in it for you. 1. Becoming an aPLaNet mentor can help you with your own professional development. By helping others use social networks and online tools for professional reasons, you will become more familiar with them and increase your expertise. 2) You will meet lots of language teachers and build your own personal learning network (PLN). 3) Volunteering to be a mentor with aPLaNet means you will form part of an important educational community of language teachers.

How to use this handbook

Q: Are you short of time / are you already familiar with mentoring? Answer: No If you are interested, this handbook has a lot of background information: about mentoring in general (what it entails, how to approach it, etc.) how online mentoring differs from face-to-face mentoring.

Answer: Yes Go straight to Part 4 (page 9) to find out: how to get started as an aPLaNet mentor. what can be mentored within the project (social networks, online tools,etc.)

__________________________________________________________________________ Version 1.0, December 2011 This Guide for aPLaNet mentors is licensed under the Creative Commons AttributionNonCommercial-Share Alike 2.0 License. To view a copy of this licence, visit http://creativecommons.org/licenses/by-nc-sa/2.0/uk/

Page 2 Disclaimer: The aPLaNet project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Guide for aPLaNet Mentors

Contents
Part 1- Introduction to aPLaNet and this guide
1.1 About the aPLaNet project ................................................................................................. 4 1.2 About this guide ................................................................................................................. 4

Part 2 - Introduction to Mentoring

2.1 What is mentoring?............................................................................................................. 5 2.2 Mentoring vs Coaching....................................................................................................... 5 2.3 What do mentors do? ......................................................................................................... 6 2.4 How to be a good mentor.................................................................................................... 6 2.5 the tasks of a mentor.......................................................................................................... 6 2.6 Giving feedback.................................................................................................................. 6

Part 3 - Online Mentoring

3.1 Online mentoring ................................................................................................................ 7 3.2 Meetings and other communication with the mentee ......................................................... 7 3.3 Online mentoring tools........................................................................................................ 8 3.4 Netiquette ........................................................................................................................... 9

Part 4 - aPLaNet Mentoring Procedure

4.1 Volunteering ....................................................................................................................... 9 4.2 Beginning the mentoring process ....................................................................................... 9 4.3 Conducting the mentoring ................................................................................................ 10 4.4 Coming to the end ............................................................................................................ 10

Part 5 - Support for mentors

5.1 Checklist for mentors......................................................................................................... 11 5.2 When things go wrong....................................................................................................... 11

Part 6 - Resources
6.1 aPLaNet resources.......................................................................................................... 12 6.2 Further reading................................................................................................................ 12
Page 3 Disclaimer: The aPLaNet project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Part 1 Introduction to aPLaNet and this guide

In this section, you will learn more about the aPLaNet project and what it hopes to achieve and a information about this guide and how to make use of it.

1.1 About the aPLaNet project

The aPLaNet project is a European Union funded project for language educators all over the Europe, especially those who are new or do not use Internet social networks (SN) but wish to learn more and build their own Personal Learning Network (PLN)1 for professional development purposes. There are seven project partners: ISTEK Schools in Turkey, the University of the West of Scotland in the UK, Sofia University in Bulgaria, British Council in Spain, EuroEd in Romania, CELT Athens in Greece, and Language School PELIKAN in the Czech Republic. The project has prepared clear guidelines that will help you understand the benefits of the world of SN for language educators, about PLNs and explain, with clear practical examples, how can these tools be used and the benefits educators will find. They will help raise their digital literacy and professional development. The project will show the uses and benefits for educators for their teaching practice, and how ICT resources can be integrated in to the teaching/learning experience.

1.2 About this guide

The aPLaNet Mentor Guide has been designed to help both educators who are new to mentoring and those who have experience helping teachers. If you have never mentored before, then we recommend you read the whole guide before you start. If you are familiar with mentoring in education, but have never mentored online, then start at Part 3, and if you have experience mentoring online, then you can go straight to Part 4. While we hope this Mentor Guide will be useful to you and expect it will provide answers to most of your questions as well as helping you to support the mentees on the aPLaNet project, there will inevitably be times when you need further advice or to support. This is why we recommend all aPLaNet mentors to keep an eye on the Mentor section of our community Ning site (http://aplanet-project.org/page/mentors-1) and to become members of http://aplanetproject.org/group/mentors (a group to help Mentors) there too. This guide also works in conjunction with a number of other tools developed within aPLaNet , all of which you can download or find out more about here: http://www.aplanet-project.eu. These are: aPLaNet Mentee Guide: explains the aPLaNet mentoring process from the point-ofview of the person being mentored. aPLaNet ICT questionnaire: The information from this will help understand what experience the mentee has with ICT. Teacher Diary: a template that can be used by mentees to reflect on the process. Technological Guides: information about other recommended ICT tools will be made available as they are identified on the aPLaNet website.
1

http://en.wikipedia.org/wiki/Personal_Learning_Networks

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 Social Networking communities: a list of social networks of interest to language educators with descriptive information about statistics, services, etc. aPLaNet Teacher Guide: A detailed reference guide for aPLaNet teachers.It contains information about social networks and ICT Tools that language teachers can use among themselves and with classes. Sections of this can be consulted on the website. LRFA Guide. The Language Resource Filter Application (LFRA) is a way for teachers (mentors and mentees) to share ICT resources they find useful with other aPLaNet members. Find out more by consulting the LRFA Guide. Workshops: a series of online and offline workshops will help mentors, mentees and other interested educators learn more about the mentoring process, building a PLN (Personal Learning Network) and how to use social networks for professional development. Videos: short audio-visual guides to PLNs, social networks and a number of the ICT tools recommended by the project.

Part 2 Introduction to mentoring

Part 2 acts as an introduction to mentoring and is aimed at those educators who are new to the concept and practice.

2.1 What is mentoring?

'There really is no definitive answer to the question What is mentoring? - or even to the one that is more pressing for most mentors, What do I have to do if I am a mentor? (Taylor & Stephenson, 1996). As the quotation above suggests, the word mentor is used to refer to a variety of learning relationships. It was originally a Greek word, originating from the name of a character in Homer's Odyssey who acts as a guide to Telemachus in his quest to find his father. A mentor, then is someone who builds a working relationship with mentees and uses knowledge, insights and experience to help them learn, grow and accomplish their goals.

2.2 Mentoring vs Coaching

How does mentoring differ from coaching? There are overlaps of course. Stoddard, back in 1953 noted that coaching was 'skills driven, short term, and focused on behavior, while mentoring is relationship oriented, has a long-term scope, and is holistic.' More currently, Zachary states that 'unlike a teacher or even a coach, who is focused on helping us learn and practice a particular set of skills, a mentor acts as a guide who helps us define and understand our own goals and pursue them successfully.' (2009) This is why we have chosen to use the term 'mentoring' for the aPLaNet project. Although our mentors will be coaching teachers how to use certain online tools and how best to connect to other teachers through social networking, we are less interested in quick fixes for teachers and more concerned instead with helping educators discover the long-term benefits that building a Personal Learning Network (PLN) can have on their continued professional development.

Page 5 Disclaimer: The aPLaNet project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

2.3 What do mentors do?

The commonly accepted functions of the mentor in language education (Maldarez & Bodczky, 1999:4) include: being a model (demonstrate, inspire) acting as an acculturator (to help mentees get used to a particular professional culture) being a sponsor (to introduce mentees to the right people) offering support (to act as a sounding board) educating (to help mentees achieve professional learning objectives)

These are all relevant to the aPLaNet project's role for mentors. It is also assumed that mentors will be involved in all of these five roles during the project to a lesser or greater degree.

2.4 How to be a good mentor

The literature on mentoring has a lot to say about this. Zachary (2009) stresses that 'good mentoring depends on effective learning' which 'occurs when there is a mix of acquiring knowledge, applying it through practice, and critically reflecting on the process.' It is important to notice that there is a lot more involved in good mentoring than simply one more experienced person passing on knowledge and information to a less experienced person. Good mentoring: depends on a reciprocal learning relationship involves establishing rapport with mentees rapidly is founded on mutually defined goals requires skill in noticing and interpreting teaching and learning opportunities encourages autonomous learning and self-evaluation is able to link theory and practice in personally significant ways.

A good mentor is also someone who is able to make people feel good about themselves and good mentoring usually starts with the mentor finding out more about the mentee's existing knowledge, experience and beliefs (Maldarez & Bodczky, 1999).

2.5 The tasks of a mentor

Effective continuing professional development (CPD) requires frequent input and is, as Rhodes, Stokes & Hampton (2004) state 'regarded as an essential component in maintaining and advancing individual personal and professional abilities.' Among the tasks of the mentor we have identified the following: to facilitate the development of self-awareness in mentees to build confidence of the mentees to observe and notice aspects of learning and teaching events to respond appropriately to these events to encourage the mentee to engage in reflective practice
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2.6 Giving feedback

As Field (1994) states, 'the task of the mentor teacher is ultimately one of assessment of the competencies of individual student teachers.' Despite this, it is important that the mentor 'does not load a mentee down with advice and assignments but instead should listen, ask questions and make the occasional suggestions, offer insights drawn from experience and demonstrate a willingness to be there when needed' (Stoddard,1953). Jenkins (in Gray, 2001) stresses that the mentor 'is not an expert knower.' More importantly, the mentor should strive to create a climate where 'it is safe for mentees to learn and bare their real views, ideas, beliefs and also their errors and problems (which are learning points of practice).' The role of feedback should be to support the mentee but also to challenge without being destructive. We expect the following two examples of types of feedback to be useful for the mentor: Critique. The mentor offers personal judgements and possible improvements through discussion with the mentee, and based on the mentor's observations. Reflective. The mentor's focus is on asking the mentee to reflect on what has taken place, eliciting reflection by the mentee on the events.

Which one a mentor uses will depend on the personalities and styles of the mentor and mentee, and also on the nature of the event and the experience of both. Feedback may well be written or oral, or a combination of the two. With both of these, wherever possible, the mentor should accentuate the positives of the learning event.

Part 3 Online mentoring

This part of the guide is an introduction to online mentoring, and complements what has been written in Part 2 about mentoring in general.

3.1 Online mentoring

Just as learning to teach is in many ways a practical process which is made easier when someone is on hand to help, so teachers can be helped in the process of understanding how best to approach professional development online with someone's help. Being an effective e-mentor or virtual mentor involves much the same responsibilities and roles as face-to-face mentoring. As such, the general principles outlined above should be taken into account even though the mentoring takes place online. However, it is important that the following be taken into into consideration by the mentor: choose online tools for communicating with the mentee that you as a mentor are comfortable with and competent with ; these communication tools should also be familiar to the mentees, they need to be comfortable in the communication so as to avoid generating frustration from the very beginning; be careful to use these tools in ways that build rapport and both promote and facilitate learning most people believe this is much easier face-to-face. establish a level of commitment from the mentee from the beginning (most people find it easier to back out of an e-relationship)

Page 7 Disclaimer: The aPLaNet project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

at the same time, be flexible: online mentoring offers this advantage as opposed to face-to-face sessions so work around your schedule and the mentee's to define a timing that fits you both be aware that the potential for miscommunication is greater, especially as many people are easily distracted online, especially when they know they are not being observed by the person they are talking to (multi-tasking syndrome!).

3.2 Meetings and other communication with the mentee

Regular meetings between mentor and mentee are an important part of the process. Meeting online has its own challenges. Here are some recommendations taken from Clutterbuck (2010) : Try to keep online meetings with a mentee to a maximum time of 45 minutes. Try to keep the immediacy of the event and meet soon after a learning event has taken place. With the absence of body language, be sensitive to tone of voice, silence and other signals about how the mentee feels. Make sure you both have the same understanding as to the purpose of the meeting. Is it clear what you both want to come out of the conversation? Start by asking questions and encourage the mentee to reflect on what has taken place so far. Give advice only when the mentee has worked things through as far as they can. Wait until you are clear what advice is relevant and needed. Take time towards the end of the meeting to review and re-assess what has been said.

When communicating in writing with the mentee, make sure the questions you ask are ones that stimulate the mentee's thinking and be careful about the tone and structure of the messages you send.

3.3 Online mentoring tools

There are lots of online tools available for you when it comes to meeting the mentee in real time. Here are a few suggestions, along with reasons why you may want to use them. Skype (http://www.skype.com). This free internet telephony tool will let you speak together and also see each other if you both have webcams. Example use: you arrange to meet your mentee to get to know each other and talk about what Wiz-IQ (http://www.wiz-iq.com) and Vyew (http://vyew.com ) Free virtual classroom platforms that allow you to use a whiteboard/share your screen and talk/chat to each other. Example use: you talk your mentee through the process of setting up a group in Facebook for their students by showing the mentee the steps required.

Of course, which tool you decide to use may also depend on what you and your mentee are familiar with, and also what your mentee is interested in learning to do. If you are unfamiliar with any of these tools and interested in learning more, we recommend you look at the aPLaNet technological guides for more information.

Page 8 Disclaimer: The aPLaNet project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

3.4 Netiquette
Be sure that both you and the mentee are aware of any special 'netiquette' that exists with the communication medium that you choose to use. Examples of this include: Not using capital letters (most people consider this to be similar to shouting) Use of emoticons (i.e. not overusing them) Be careful with the use of humor and sarcasm

More important will be the netiquette specific to the tools that are used during the process, especially those that have developed relating to specific social networks (culture of selfpromotion, when to thank someone, how frequently to post, questions of privacy, etc). Taking time to discuss this netiquette at the beginning of mentoring is a very good idea.

Part 4 aPLaNet mentoring procedure

Part 4 is a guide to aPLaNet mentors and details the procedures that are to take place during the piloting.

4.1 Volunteering
When a member joins the aPLaNEt community, they are asked to specify whether they would be interested in becoming a mentor. These individuals will be identified and added to the list of mentors on the Ning here: http://aplanet-project.org/page/mentors-1

4.2 Beginning the mentoring process

There are several different ways that the mentoring can be initiated: Mentees can be contacted by mentors. A volunteer mentor browsing the list of members on the aPLaNet Ning spots a person who is looking for a mentor and contacts that individual, offering help. Mentors can be contacted by mentees. Mentees browsing the list of mentors may identify an available mentor and approach this person for help. Mentors and mentees can be introduced by an aPLaNet partner. One of the aPLaNEt partners facilitates the meeting between mentor and mentee after identifying compatible interests.

Things to consider when choosing who to mentor include the following: Time considerations. Are you in the same time zone? Are the times when you are free to speak together compatible? Language considerations. Do you both have experience teaching the same language? Although not essential, if the mentor and mentee both teach the same language, then this can help. After a mentor and mentee partnership has been identified, the mentor should contact the mentee, sending a message on the Ning, and then arranging an initial meeting.
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Once a mentor has taken on mentee(s), you should let us know that the process has started by sending an email to aplanet.mentors@gmail.com. We will then mark on the Ning Mentor section that you are no longer free this way, you should not receive further requests from mentees.

4.3 Conducting the mentoring

a) Needs analysis. At the initial meeting, the mentor needs to identify the mentee's needs. To be able to do this, the mentor needs to first understand what the mentee's experience with ICT and social networks is, and what their teaching situation is. The first stop for the mentor will be the mentee's aPLaNet Ning profile page. The mentor can also use the mentee questionnaire as a basis of the first meeting. The mentee should have already completed this for aPLaNet before the mentoring. We have a number of other documents to help both the mentor and the mentee with the mentoring process, which are listed on pages 3-4 of this guide. b) Setting objectives. The mentor and mentee can then set a number of objectives based on the mentee's needs and the first meeting. These should be recorded by both mentor and mentee (we recommend the mentor confirm the objectives by sending a message to the mentee after the initial meeting). We also recommend that these objectives use SMART criteria. In other words, they should be: Specific what the mentor wants should be clearly expressed and unambiguous. Measurable how will you know when the goal has been obtained? Attainable the objective should be realistic. Relevant i.e pertaining to the mentee's teaching situation. Time-bound be sure to set a deadline. (see http://en.wikipedia.org/wiki/SMART_criteria for more information.) Be wary of setting too many objectives. Three is a good number to begin with. Remember, a mentee can always add to their goals later, once the initial objectives have been met. c) Regular contact. Agree between you when to meet again. The mentoring process will work best if you set a regular day/time to meet (we recommend once a week) and talk about progress. d) ICT tools. As a mentor, you may choose to help your mentee use some of the ICT tools mentioned on the aPLaNet website and in the aPLaNet Teacher guide. Some of these tools will be useful in order to build a PLN, but others are tools that teachers will find useful when teaching. If you know of a tool that is not listed, then you can easily share it with the aPLaNEt community using the LRFA (See the LRFA Guide)

4.4 Coming to the end

With a project such as this, helping mentees with continuing professional development, it is often difficult to know when the mentoring process has come to an end. How does a mentor know when to finish? Rather than let the mentoring process drag on and/or fizzle out, it is worthwhile for the mentor to consider when the mentoring job is nearly finished. Here are some guidelines to help you with coming to this decision.
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Mentees no longer require a mentor when they are able to demonstrate that they: are confident in their use of social networks to connect with other teachers, share resources and learn from them; have developed competence in using online tools for professional development; are able to use a variety of learning technologies to work collaboratively with other teachers to their own satisfaction; have knowledge of a range of approaches and strategies to follow when things don't turn out as they expected; know where to turn for extra help when they need it - i.e. they have built an effective personal learning network (PLN).

When you are finished, we would like you and your mentee(s) to complete a post-mentoring questionnaire, which you will find on the website and aPLaNet Ning. We will use the information and comments you provide here to improve the mentoring system and make changes to the other documents as necessary, in order to make things better for all of the mentors and mentees in the future.

Part 5 Support for mentors

Part 5 has information about where mentors where can go for support.

5.1 First meeting - checklist for mentors

To help you prepare for your first synchronous meeting with the mentee, here's a checklist of things to keep in mind. Have you familiarised yourself with the aPLaNet guides / resources? Have you made contact with the mentee on the aPLaNet Ning and looked at their profile? Have you and the mentee completed the aPLaNet ICT questionnaire? You can ask for this information from us by sending an email to aplanet.mentors@gmail.com Have you decided on a platform (Skype, WIZiq, Vyew, etc) for your first meeting?

5.2 When things go wrong

Everyone at some point needs to turn to others for help and support. It is important for you to remember that you are not alone. Being an aPLaNet mentor means that you belong to a group of educators who are happy and willing to help out when required. Support may be needed on something technical (e.g. a question you cannot answer about a tool that is being used) or something related more to the mentoring process. These are some of the ways you can find extra support if needed: Posting a message in one of the Mentoring groups (http://aplanet-project.org/groups). If the help you are looking for I related to a specific tool, then try to ask a question in the group related to this tool. This way, we will be also developing a FAQ (Frequently Asked Questions) that will help other mentors who may face the same problems. If there is not a group specific to this, then post the question in the general aPLaNEt mentor group.

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The general aPLaNet mentor group is also the space to go to if you have a question related to the mentoring process itself. If you prefer to contact one of the aPLaNEt partners privately about something, then you can do so by sending an email to aplanet.mentors@gmail.com

To help, here are two example scenarios illustrating times when you may need help: Scenario 1. You are mentoring a teacher who expresses a wish to use the Adobe Connect platform. You don't have experience of this, so you post a message in the aPLaNet mentor group asking for someone to help. A volunteer steps forward and agrees to give you and your mentee an introductory session how to use the system. Scenario 2. You arranged to meet your mentee for the second time, but he didn't show up. Your follow-up emails have not been answered and you are worried about him. You decide to send an email to aplanet.mentors@gmail.com asking for help and are contacted by one of the aPLaNet partners who makes it their job to follow up on your mentee. Most importantly, please remember that we are here to help you. Don't hesitate to get in touch if you need to.

Part 6 - Resources
The following resources are for mentors who would like to know more about mentoring.

6.1 aPLaNet resources

The other aPLaNet resources are referenced on pages 3-4 of this guide. We recommend that all aPLaNet mentors become familiar with these resources before they start mentoring.

6.2 Further reading

The following books and articles were consulted during the preparation of the aPLaNet mentoring guides and we recommend them to mentors that want to find out more about mentoring in general and mentoring online in particular Bierema, LL & Merriam SB (2002) E-mentoring: Using computer mediated communication to enhance the mentoring process. Innovative Higher Education 26(3) pp211-27 Boreen, J, MK Johnson, D Niday & J Potts (2009) Mentoring Beginning Teachers. New York: Stenhouse Clutterbuck, D & D Megginson (2005) Techniques for Coaching and Mentoring. Oxford: Butterworth-Heinemann Clutterbuck, D (2009) 'Evaluating Mentoring' Clutterbuck Associates available online:http://www.gptrainingconsultants.com/tools-and-resources Clutterbuck, D (2009) 'Code of Practice for the Mentoring Relationship' Clutterbuck Associates available online: http://www.gptrainingconsultants.com/tools-and-resources Clutterbuck, D (2009) 'Mentoring FAQs' Clutterbuck Associates available online: http://www.gptrainingconsultants.com/tools-and-resources Clutterbuck, D (2010) 'The Seven Layers of Mentoring' Clutterbuck Associates available online: http://www.gptrainingconsultants.com/tools-and-resources
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 Clutterbuck, D (2010) 'How to be a great e-mentor or e-coach' Clutterbuck Associates available online: http://www.gptrainingconsultants.com/tools-and-resources Clutterbuck, D (2010) 'Creating a Coaching and Mentoring Culture' Clutterbuck Associates. Available online: http://www.gptrainingconsultants.com/tools-and-resources Clutterbuck, D and Hussain, Z (2009) Virtual Coach, Virtual mentor, Information Age Publishing. Ensher, EA & SE Murphy (2005) Power Mentoring. New York: Jossey-Bass Field, B & T (eds.) (1994) Teachers as Mentors: A Practical Guide. London: Falmer Press Gray, C (2001) Mentor development in the education of modern language teachers. Clevedon: Multilingual Matters. Harrington, A (1999) 'E-mentoring:The Advantages and Disadvantages of using email to support distant mentoring' Available online: www.coachingnetwork.org.uk/ResourceCentre/Articles Hicks, Glasgow, & McNary (2005). What successful mentors do. Research-based strategies for new teacher induction, training, & support. Thousand Oaks, CA: Corwin Press Jenkins, D 'Providing Feedback' in Gray, C (2001) Jonson, K. F. (2002). Being an effective mentor: How to help beginning teachers succeed. Thousand Oaks, CA: Corwin Press Keegan, H & A Fox (eds) (2009) Mentoring for 21st Century Skills It's all about the learning. Vitae Project. Download from http://www.vitae-project.eu/ Malderez, A. (2009). Mentoring. In Richards & Burns (Eds.), Cambridge Guide to Second Language Teacher Education (pp. 259-268). Malderez, A & M Wedell (2007) Teaching Teachers: Processes and Practices. London: Continuum Malderez, A & C Bodczky (199) Mentor courses: A resource book for trainer-teachers. Cambridge: CUP Megginson, D & D Clutterbuck (2009) Further Techniques for Coaching and Mentoring.Oxford: Butterworth-Heinemann Pitton, D. E. (2006). Mentoring novice teachers. 2nd edition. Thousand Oaks, CA: Corwin Press. Portner H (2008) Mentoring New Teachers. London:Sage Rhodes, C, M Stokes & G Hampton (2004) A Practical guide to Mentoring, Coaching and Peer-Networking. London: Routledge-Falmer Richards & Farrell (2005). Professional development for language teachers: Strategies for teacher learning. Cambridge: CUP Slavit, D, TH Nelson & A Kennedy (eds.) (2009) Perspectives on Supported Collaborative Teacher Inquiry. New York: Routledge Stoddard, A (1953) The Heart of Mentoring: Ten Proven Principles. Colorado Springs:Navpress Taylor, M and J Stephenson (1996) 'What is mentoring?' In R. McBride (ed.) Teacher education policy. Some issues arising from research and practice (pp. 22-37). London: Falmer Press. Zachary, L (2009) The Mentee's Guide. New York: Jossey-Bass

Page 13 Disclaimer: The aPLaNet project has been funded with support from the European Commission. This document reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.