Introduce Phonics as a Strategy of Learning Reading in an effective way to the second grader students at “La Salle” High School during the academic period 2020-2021.

La necesidad progresiva de educación bilingüe en países de habla no inglesa permite a los investigadores buscar métodos y estrategias de enseñanza para ayudar a los niños a mejorar las habilidades lingüísticas, como la ortografía, la comprensión de lectura, la producción oral y la promoción de la aceptación del idioma. esta investigación bibliográfica permite revisar algunas metodologías y materiales para introducir la fonética en edades tempranas de la escolaridad a través de un nivel descriptivo del método fónico y ayudar a los estudiantes a enfocarse en el desarrollo fonético, esta propuesta estuvo dirigida aplicada a los estudiantes de segundo grado del colegio la salle, por medio de un cuadernillo de fonética. la propuesta que sigue a esta investigación es: “guía de estrategias para introducir la fonética para mejorar la lectura en estudiantes de inglés como lengua extranjera de siete años”. esta investigación muestra estrategias y material imprimible, un cuadernillo, disponible para abrir la puerta del aprendizaje del inglés de manera más eficiente y eficaz. por otro lado, involucrar y motivar a los estudiantes a aprender inglés. comienza: enseñando el reconocimiento del alfabeto, aprendiendo sobre los sonidos y las letras, la conciencia fonológica con los sonidos iniciales, medios y finales para escribir y leer y los sonidos de las vocales cortas y largas. la metodología presentó un enfoque cualitativo-descriptivo y cuantitativo, y la modalidad fue el proyecto socioeducativo con un experimento para validar la propuesta. adicionalmente, esta investigación es una oportunidad para mejorar la enseñanza personal y profesional de un idioma. por lo tanto, este documento esperaba inspirar a otros maestros sobre cómo desarrollar y mejorar la pronunciación, el vocabulario, la ortografía y el habla de los niños a través de la conciencia fonética como parte de su plan de estudios. un españolThe progressive need for bilingual education in non-English speaking countries lets researchers look for teaching methods and strategies to help children imrove language skills such as spelling, reading comprehension, speaking production and promoting acceptance to the language. This bibliographic research allows reviewing some methodologies and materials to introduce phonics in early ages of schooling through a descriptive level of the phonics method and help students focus on the phonetic development, this proposal was directed applied at second grades students from La Salle High School, by means of a Phonics Booklet. The proposal that follows this research is: “A Guide of Strategies to Introduce Phonics to Improve Reading in seven years EFL students”. This research displays strategies and printable material, a booklet, available to open the door of learning English more efficiently and effectively. On the other hand, to engage and motivated students to learn English. It starts: teaching alphabet recognition, learning about sounds and letters, phonemic awareness with the beginning, middle and ending sounds for writing and reading and short and long vowel sounds. The methodology presented a qualitative–descriptive and quantitative approach, and the modality was the socio-educational project with an experiment to validate the proposal. Additionally, this research is an opportunity to improve the personal and professional teaching of a language. Therefore, this paper expected to inspire other teachers on how to develop and enhance children’s pronunciation, vocabulary, spelling and speaking through phonics awareness as part of their curriculum

Father’s perceptions and care involvement for their very preterm infants at French neonatal intensive care units

ObjectivesWe aimed to evaluate (1) fathers’ perceptions and care involvement for their very premature infants and their views of the hospitalization period based on parental reports and (2) their evolution over time.MethodsWe used an online parental survey to assess answers from parents of very preterm infants who were successfully discharged from French neonatal units. We analysed answers from February 2014 to January 2019 to an anonymous internet-based survey from the GREEN committee of the French Neonatal Society. Responses were compared for period 1 (P1, 1998 to 2013) and period 2 (P2, 2014 to 2019).ResultsWe analyzed 2,483 surveys, 124 (5%) from fathers and 2,359 (95%) from mothers. At birth, 1,845 (80%) fathers were present in the hospital, but only 879 (38%) were near the mother. The presence of fathers in the NICU increased from P1 to P2 (34.5% vs. 43.1%, p = 0.03). Nearly two thirds of fathers accompanied their infants during transfer to the NICU (1,204 fathers, 60.6%). Fathers and mothers had similar perceptions regarding relationships with caregivers and skin-to-skin contact with their infants. However, more fathers than mothers felt welcome in the NICU and in care involvement regarding requests for their wishes when they met their infant (79% vs. 60%, p = 0.02) and in the presentation of the NICU (91% vs. 76%; p = 0.03). Mothers and fathers significantly differed in the caring procedures they performed (p = 0.01), procedures they did not perform but wanted to perform (p < 0.001), and procedures they did not perform and did not want to perform (p < 0.01).ConclusionMost fathers were present at the births of their very preterm infants, but fewer fathers were near the mother at this time. Less than two thirds of fathers accompanied their infants to the NICU. There should be further changes to better meet the specific needs of the fathers of infants requiring care in the NICU. Continuing assessment with an online questionnaire may be useful to monitor changes over time in father’s involvement in NICUs

Planetary system around the nearby M dwarf GJ 357 including a transiting, hot, Earth-sized planet optimal for atmospheric characterization

We report the detection of a transiting Earth-size planet around GJ 357, a nearby M2.5 V star, using data from the Transiting Exoplanet Survey Satellite (TESS). GJ 357 b (TOI-562.01) is a transiting, hot, Earth-sized planet (Teq = 525 ± 11 K) with a radius of Rb = 1.217 ± 0.084 R⊕ and an orbital period of Pb = 3.93 d. Precise stellar radial velocities from CARMENES and PFS, as well as archival data from HIRES, UVES, and HARPS also display a 3.93-day periodicity, confirming the planetary nature and leading to a planetary mass of Mb = 1.84 ± 0.31 M⊕. In addition to the radial velocity signal for GJ 357 b, more periodicities are present in the data indicating the presence of two further planets in the system: GJ 357 c, with a minimum mass of Mc = 3.40 ± 0.46 M⊕ in a 9.12 d orbit, and GJ 357 d, with a minimum mass of Md = 6.1 ± 1.0 M⊕ in a 55.7 d orbit inside the habitable zone. The host is relatively inactive and exhibits a photometric rotation period of Prot = 78 ± 2 d. GJ 357 b isto date the second closest transiting planet to the Sun, making it a prime target for further investigations such as transmission spectroscopy. Therefore, GJ 357 b represents one of the best terrestrial planets suitable for atmospheric characterization with the upcoming JWST and ground-based ELTs