Geoscience Education Perspectives on Integrated, Coordinated, Open, Networked (ICON) Science

Practitioners and researchers in geoscience education embrace collaboration applying ICON (Integrated, Coordinated, Open science, and Networked) principles and approaches ICON principles and approaches have been used to create and share large collections of educational resources, to move forward collective priorities, and to foster peer-learning among educators. These strategies can also support the advancement of coproduction between geoscientists and diverse communities. For this reason, many authors from the geoscience education community have co-created three commentaries on the use and future of ICON in geoscience education. We envision that sharing our expertise with ICON practice will be useful to other geoscience communities seeking to strengthen collaboration. Geoscience education brings substantial expertise in social science research and its application to building individual and collective capacity to address earth sustainability and equity issues at local to global scales The geoscience education community has expanded its own ICON capacity through access to and use of shared resources and research findings, enhancing data sharing and publication, and leadership development. We prioritize continued use of ICON principles to develop effective and inclusive communities that increase equity in geoscience education and beyond, support leadership and full participation of systemically non-dominant groups and enable global discussions and collaborations

Reengineering history: What can we learn from a photographed B-17 “Flying Fortress” in-flight structural failure?

Historical research is defined as the process of critical inquiry into past events to produce an accurate description and interpretation of those events. While using different information sources an attempt is made to reconstruct what happened during a certain period of time as completely and accurately as possible. The purpose of historical research is to make people aware of what has happened in the past in order to, for example, to learn from past failures and successes and apply them to present-day problems. Historical research is similar to Forensic Engineering which tries with the application of engineering principles to investigate failures with the goal to understand and prevent future events. An interesting example is the B-17 “Flying Fortress” bomber. Despite setbacks and crashes of the prototypes, it eventually became the iconic bomber ofWorldWar II. Nearly 13,000 bombers were built and a few of them are still flying today. During its operational service above the European theater in World War II the B-17 was hit and damaged many times. In some cases, an aircraft could return to its home base, in other instances, the damage was too great and the aircraft crashed and was destroyed. The focus of this paper is an accident which happened on May 19th 1944, when the left horizontal stabilizer of a B-17 was hit by a bomb dropped from another B-17 flying in formation above. This event was captured by a camera located behind bomb bay which show the sequence of events in several photographs. Historical background information about the B-17 will be used to understand how it was designed with emphasis on the horizontal stabilizer. Using a forensic engineering perspective, this information will be used to understand and attempt to explain what happened. The B-17 stabilizer bomb impact event is part of an ongoing research project.Structural Integrity & CompositesAerospace Structures & Computational Mechanic