Arctic Ocean properties and processes are highly relevant to the regional and global coupled climate system, yet still scarcely observed, especially in winter. Team OCEAN conducted a full year of physical oceanography observations as part of the Multidisciplinary drifting Observatory for the Study of the Arctic Climate (MOSAiC), a drift with the Arctic sea ice from October 2019 to September 2020. An international team designed and implemented the program to characterize the Arctic Ocean system in unprecedented detail, from the seafloor to the air-sea ice-ocean interface, from sub-mesoscales to pan-Arctic. The oceanographic measurements were coordinated with the other teams to explore the ocean physics and linkages to the climate and ecosystem. This paper introduces the major components of the physical oceanography program and complements the other team overviews of the MOSAiC observational program. Team OCEAN’s sampling strategy was designed around hydrographic ship-, ice- and autonomous platform-based measurements to improve the understanding of regional circulation and mixing processes. Measurements were carried out both routinely, with a regular schedule, and in response to storms or opening leads. Here we present along-drift time series of hydrographic properties, allowing insights into the seasonal and regional evolution of the water column from winter in the Laptev Sea to early summer in Fram Strait: freshening of the surface, deepening of the mixed layer, increase in temperature and salinity of the Atlantic Water. We also highlight the presence of Canada Basin deep water intrusions and a surface meltwater layer in leads. MOSAiC most likely was the most comprehensive program ever conducted over the ice-covered Arctic Ocean. While data analysis and interpretation are ongoing, the acquired datasets will support a wide range of physical oceanography and multi-disciplinary research. They will provide a significant foundation for assessing and advancing modeling capabilities in the Arctic Ocean.

BackgroundLow family socio‐economic status (SES) is usually associated with children’s poor academic achievement, but the mechanisms underlying this relationship are less understood.AimsThe present study examined the mediating role of parental academic involvement and the moderating role of parental subjective social mobility in this relationship with cross‐sectional data.Sample and methodsA total of 815 fourth‐ to sixth‐grade children were recruited from five elementary schools in China. Family SES (measured by parents’ education, parents’ occupation and family income) and parental subjective social mobility were obtained directly from parents, parental academic involvement was reported by children, and information on children’s academic achievement was collected from their teachers.ResultsThe results showed that (1) both family SES and parental academic involvement were positively correlated with children’s Chinese and math achievement, (2) parental academic involvement mediated the relationships between family SES and children’s Chinese and math achievement, and (3) parental subjective social mobility moderated the path from family SES to parental academic involvement. The models of children’s Chinese and math achievement showed that the association between family SES and parental academic involvement was weak among children’s parents who reported high levels of subjective social mobility.ConclusionsThese findings suggest that there is a pathway from family SES to children’s academic achievement through parental academic involvement and that this pathway is dependent on the level of parental subjective social mobility.

At climate-sensitive high-latitude and high-elevation regions, air temperatures have risen about twice as fast as the global average in recent decades (

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The correlations between a low family socioeconomic status (SES) and adolescents’ poor academic outcomes have been widely documented. However, the mechanisms through which family SES is associated with adolescents’ academic achievement are not well understood. Therefore, this study examined the mediating roles of different types of parental involvement (i.e., parental school-based involvement, academic socialization, and home-based involvement) and the moderating role of adolescents’ subjective social mobility in the relationships between family SES and academic achievement by using multisource data. The valid sample consisted of 842 adolescents ([Formula: see text] = 12.28 years, 40.97% girls) who were recruited from five township public schools in China. The results indicated that all three types of parental involvement partially mediated the relationships between family SES and adolescents’ Chinese and math achievement; parental school-based involvement had the strongest mediating effects, followed by academic socialization, and home-based involvement had the lowest mediating effects. Moreover, the path from parental home-based involvement to Chinese achievement in the mediation model was moderated by the adolescents’ subjective social mobility. In conclusion, parental involvement is an important mediating mechanism through which a low family SES impedes adolescents’ academic achievement, and adolescents’ subjective social mobility can play a buffering role in the relationship between parental home-based involvement and Chinese achievement.