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There now exists two decades of basin-wide coverage of Arctic sea ice from three dedicated polar-orbiting altimetry missions (ICESat, CryoSat-2, and ICESat-2) launched by NASA and ESA. Here, we review our retrieval approaches and discuss the composite record of Arctic ice thickness (2003–2023) after appending two more years (2022–2023) to our earlier records. The present availability of five years of snow depth estimates—from differencing lidar (ICESat-2) and radar (CryoSat-2) freeboards—have benefited from the concurrent operation of two altimetry missions. Broadly, the dramatic volume loss (5500 km3) and Arctic-wide thinning (0.6 m) captured by ICESat (2003–2009), primarily due to the decline in old ice coverage between 2003 and 2007, has slowed. In the central Arctic, away from the coasts, the CryoSat-2 and shorter ICESat-2 records show near-negligible thickness trends since 2007, where the winter and fall ice thicknesses now hover around 2 m and 1.3 m, from a peak of 3.6 m and 2.7 m in 1980. Ice volume production has doubled between the fall and winter with the faster-growing seasonal ice cover occupying more than half of the Arctic Ocean at the end of summer. Seasonal ice behavior dominates the Arctic Sea ice's interannual thickness and volume signatures. [ABSTRACT FROM AUTHOR]

Schools around the globe increasingly realized the importance of technology and its application in the education system. To guarantee a successful educational innovation, schools seek out different parties for valuable opinions. Among them, parents are the important feedback providers, because their attitudes are influential on children's academic performance. Moreover, their involvement and support are considered the key factor that facilitates an effective implementation of programming education at schools. This study aimed at developing and validating an instrument measuring parents' perceptions of programming education among P-12 schools in Hong Kong. We propose that parents' perceptions of programming education is a multidimensional construct which constitutes (a) understanding, (b) support, and (c) expectation. In total, 524 questionnaires were collected from the parents who attended programming workshops and seminars. Exploratory factor analysis shows evidence for the three-dimensional construct. Confirmatory factor analysis reconfirms the measurement structure. Implications of the study are discussed.