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 Advancing Diversity,
Inclusion, and Social
Justice Through Human
Systems Engineering
 Advancing Diversity,
Inclusion, and Social
Justice Through Human
Systems Engineering

Edited by
Rod D. Roscoe, Erin K. Chiou, and
Abigail R. Wooldridge
CRC Press
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Library of Congress Cataloging‑in‑Publication Data

Names: Roscoe, Rod D., editor. | Chiou, Erin K., editor. | Wooldridge, Abigail R., editor.
Title: Advancing diversity, inclusion, and social justice through human systems engineering /
edited by Rod D. Roscoe, Erin K. Chiou, Abigail R. Wooldridge.
Description: Boca Raton: CRC Press, 2020. | Includes bibliographical references ­
and index.
Identifiers: LCCN 2019026035 (print) | LCCN 2019026036 (ebook) | ISBN
9781138387980 (hardback) | ISBN 9780429425905 (ebook)
Subjects: LCSH: System design—Social aspects. | Human engineering—Research—­
Social aspects. | Systems engineering—Social aspects. | Multiculturalism. | Social justice.
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Contents
Foreword�������������������������������������������������������������������������������������������������������������������ix
Preface: Inclusive Scholarship for Inclusive Systems�������������������������������������������� xiii
Editors������������������������������������������������������������������������������������������������������������������ xxiii
Contributors�����������������������������������������������������������������������������������������������������������xxv

SECTION 1 Understanding and Supporting

Healthy Communities

Chapter 1 Human Systems Engineering for Societal Transformation:

A Tale of Two Cities�����������������������������������������������������������������������������3
Nancy J. Cooke

Chapter 2 Inclusive Decision-Making: Applying Human Factors

Methods to Capture the Needs and Voices of Marginalized
Populations����������������������������������������������������������������������������������������� 11
Jacklin Stonewall, Michael C. Dorneich, Linda Shenk,
Caroline C. Krejci, and Ulrike Passe

Chapter 3 HFE in Underdeveloped Countries: How Do We

Facilitate Equitable, Egalitarian, and Respectful Progress?�������������� 31
Andrew Thatcher and Andrew Todd

Chapter 4 Researcher Reflections on Human Factors and

Health Equity������������������������������������������������������������������������������������� 51
Richard J. Holden, Tammy Toscos, and Carly N. Daley

Chapter 5 The Intersection of Human Factors Engineering and

Health Equity������������������������������������������������������������������������������������� 63
Deliya B. Wesley, Christian Boxley, Stefanie Kurgatt,
Christopher J. King, and Kristen E. Miller

Chapter 6 Using Work Domain Analysis to Advocate for Social Justice:

Meeting the Needs of Resource-Constrained Societies��������������������� 79
Natalie C. Benda and Ann M. Bisantz

v
vi Contents

SECTION 2 Including and Empowering

Diverse People

Chapter 7 A Human Factors Engineer’s Journey Into Enhancing

LGBT Status in Academia��������������������������������������������������������������� 103
Ellen J. Bass

Chapter 8 All Are Welcome but Terms and Conditions Apply������������������������ 109
Audrey Reinert

Chapter 9 “Nothing About Us Without Us” Transforming Participatory

Research and Ethics in Human Systems Engineering��������������������� 113
Rua M. Williams and Juan E. Gilbert

Chapter 10 Ergonomic Analysis of Working Conditions of a Recycler

Community in Medellín, Colombia������������������������������������������������� 135
Yordán Rodríguez and Jaime Gaviria

Chapter 11 Guiding Technology Design to Empower Older Adults to

Actively Engage in Society�������������������������������������������������������������� 151
Maurita T. Harris, Qiong Nie and Wendy A. Rogers

Chapter 12 Inclusive Wearable Design: Developing a Set of

Characteristics of Socially Acceptable BCI Devices
for Women���������������������������������������������������������������������������������������� 171
France Jackson, Isabel Laurenceau and Juan E. Gilbert

SECTION 3 Inspiring Strategies for an Inclusive Future

Chapter 13 Automation, Work, and Racial Equity: How Human Systems

Engineering Can Shape the Future of Work������������������������������������ 191
Shannon C. Roberts, Laurel Smith-Doerr, Shlomo Zilberstein,
Henry Renski, Enobong H. Branch, and Tiamba Wilkerson

Chapter 14 The Learning Research and Development Center Summer

Undergraduate Research Internship: A Diversity Internship in
the Learning Sciences���������������������������������������������������������������������� 215
Natasha Tokowicz
Contents vii

Chapter 15 Facilitating a Sense of Belonging for Women of Color in

Engineering: The Case for Virtual Internships ������������������������������� 221
Golnaz Arastoopour Irgens

Chapter 16 Leading an EDI Strategy in a UK University: Reflections

from an HFE Professional ��������������������������������������������������������������� 241
Sarah Sharples

Chapter 17 Developing an Effective Diversity Training Intervention:

Best Practices and Challenges ��������������������������������������������������������� 247
Preeya Ninan, Jennifer Feitosa, and Fabrice Delice

Chapter 18 Reimagining Community-Based Research and Action in

Human Factors: A Dialogue Across Disciplines ����������������������������� 267
Rupa S. Valdez and David S. Edmunds

Index ...................................................................................................................... 277

Foreword
Advancing Diversity, Inclusion and Social Justice Through Human Systems
Engineering—the title itself speaks volumes about the need for change in how we
approach the art, science, and engineering of all things human factors and ergonom-
ics. This book matters, and I will explain by sharing what might, at first, seem to be a
unique experience. However, this prototypical life experience—negatively impacted
by the bias of sameness and exclusion—is quite common. It manifests in different
ways and in different contexts, including how we prepare scholars in human systems
engineering and other disciplines.
In 1969, I was living in the Philippines. Like many children of career military
personnel stationed overseas, I began my public education in Department of Defense
schools. Having skipped kindergarten, I entered the first grade as the only African
American student in my class. Every Monday, the teacher gave students the same
mimeographed elephants to color. She would select six or seven of the “best” ones to
feature on the bulletin board for the rest of the week. After some weeks of not seeing
my art posted, I decided to look for unspoken rules. I watched and listened from a
distance, because I was ostracized socially. I noticed that the selected elephants were
colored brown, black, or gray and the artists stayed well within the lines; some stu-
dents even traced the lines of the elephant with a heavy hand to mark the boundaries.
In stark contrast, I colored my elephants in many different colors, with spots, stripes,
squares and rainbows. I also colored outside the lines, assuming the lines were just
suggestions and not requirements.
One day, the teacher made it clear that I was the only student whose art had not
met her standards. My chances of being featured on the board were bleak. I made
a regrettable choice that day. As a five-year-old, I decided to conform. The next
Monday, I picked up one black crayon, traced the elephant, and colored within the
lines using a second gray crayon; no other colors, no suns, no moons, and I remained
inside the lines. I turned in my elephant. That afternoon, my elephant was on the bul-
letin board. The teacher announced that this was the very first time Tonya’s elephant
was pretty. Everyone clapped. I was hurt, but I spent the last couple of weeks of
school that year coloring my elephant in the exact same way.
In 2018, I was attending the Human Factors and Ergonomics Society (HFES)
annual meeting and I found myself sitting in a panel related to diversity, inclusion,
and social justice. In the years prior, I had grown weary of how scientific theories
and practices were doing more harm than good because of the privileged lenses
dominating our knowledge domain. The scholars on that panel are the co-editors of
this book. The room was packed. I suddenly saw what I believe to be real progress.
Decades ago, these topics were not well received, and the rooms were not full at all,
because many believed that diversity and inclusion made science less rigorous, less
real, less prestigious. Even at that time we knew of systems and products that com-
pletely ignored differences, testing that only occurred on certain demographics, and
designs intended to be used by users who varied on many important attributes, yet
who were not represented during the development phases. This panel was one of the

ix
x Foreword

first to tie these exclusionary practices to the concept of social justice. When it was
over, I stood up from the back of the room and I cheered loudly. They hit a nerve.
To be our best as human systems engineers (inclusively defined), we need to
embrace diversity and inclusion as underlying principles in everything we do. It is
not about a moral conscience, although that too is important. It is about practicing
rigorous, valid, and innovative human systems engineering from the beginning to
the end of the line of inquiry, while also demonstrating that we respect life and qual-
ity of life, regardless of differences.
While commonality is an important relational motivator, diversity is also impor-
tant. Designing for sameness has led to many, many problems and has set us back
centuries in terms of equity, fairness, and social justice. We have contributed to
disparities, privileged the over-privileged, and further disenfranchised those already
struggling for equity and social justice. We have thrown out the outliers without
thinking about who they are, and we still do not question published studies whose
demographics are either unreported, under-reported or under-representative of the
intended users. We still use theories from engineering and the social sciences built
on tests and measurements based on middle-to-upper class White undergraduate
students. These individuals differ significantly from the majority of the populations
around the world, yet these theories are used to explain, analyze, and even diagnose
everyone else. We have averaged and designed for a central range to the exclusion
of others who deserve consideration, especially because they are not in the central
range. We have imposed linear models on non-linear life circumstances, and we have
transformed quantized human data to force a structure that fits our own ways of see-
ing the world—through the eyes of sameness.
It is time to reckon with these shortcomings. The damage of exclusionary prac-
tices cannot be reversed, but we can stop the cycle and advance our profession
toward rigorous, people-centered, competent approaches that clearly comprise
diversity, inclusion, and social justice as underlying frames. This book is about
deconstructing our mindsets and our knowledge cultures. This book challenges us
to reconstruct our mindsets to be much more effective by embracing the courage to
question what we have been taught and re-examine how we practice what should
be a discipline that truly understands what it really means to design for people.
This book also sends a message to the gatekeepers whose primary purpose is to
perpetuate models of privilege and sameness, often to the detriment of users around
the world. The world looks to us to demonstrate and apply our intellect to enhance
quality of life for all.
Many chapters include narratives from contributors who have both lived experi-
ences and scholarly experiences that guide their decisions about how to integrate
diversity, inclusion, and social justice into their work. It is intriguing to read the rea-
soning given for each case, scenario, project, or approach. From all over the United
States to Colombia to South Africa and other places, these authors capture best prac-
tices and lessons learned. Contributors make clear distinctions between using our
science and engineering for social justice and not just for the vague concept of social
good. Social justice lenses in research often set in motion research actions that are
impactful in ways that advance society more equitably; social good fails to challenge
the status quo.
Foreword xi

The contributors are versed in linguistic framing. Problems are not defined from a
social deficit perspective. When writing about those who have traditionally been left
out of research, the framing communicates a belief that these users or groups bring
value to the world and can teach us something. As a consequence, it is imperative to
find ways to teach and train future professionals to develop intellectual skills around
diversity, inclusion, and social justice. Of particular interest is the choice of which
users or groups to highlight. This book does not simply focus on the usual attri-
butes that continue to steer privilege or marginalization, but also includes the oft-
overlooked diversity and inclusion practices around LGBTQ users and professionals,
intersectional diversity, physical environments, and even disciplinary cultures.
Flashback to HFES 2018, having listened to Drs. Roscoe, Chiou, and Wooldridge,
I wondered why such new scholars in the field embraced such bold ideas so early
in their careers. In my mind as a professor, higher education administrator, and a
program director at a federal agency providing funding to advance knowledge, this
was wonderful! The energy of these three scholars and their absolute commitment to
bringing together scholars from around the world to advance our knowledge domain
gave me high hopes for the profession I love so dearly.
I asked each of the editors to tell me why diversity, inclusion, and social jus-
tice in human systems engineering was so important to them. There was a common
theme of concern around the disconnection between social justice challenges and
the discourse in our knowledge domain, and this connection needed to be estab-
lished. For Dr. Roscoe, this book journey is an opportunity “to bridge my social jus-
tice advocacy and my academic research agenda.” For Dr. Chiou, the book journey
allowed her to reconcile her “personal and professional communities I am in and
have been a part of; because of all that was done for me to feel included or excluded.”
Dr. Wooldridge reflected on how our limited application of systems perspectives led
to the neglect of diversity, inclusion, and social justice factors, which are “fundamen-
tally systems issues created by characteristics of the system elements and interac-
tions between them.” True to the character of each editor, their ultimate goal was to
make our profession more welcoming and inclusive for those who seek to advance
knowledge and practice related to diversity, inclusion, and social justice. Dr. Roscoe
desires these chapters, so graciously provided by contributors, to be inclusive in and
of themselves. Dr. Roscoe stated that the chapters make use of “a blend of scholar-
ship and storytelling, which I hope inspires others to embrace a similar vision for
their work.” Dr. Chiou sees this book as a means “to help humanity realize our col-
lective potential by generating knowledge, sharing knowledge, knowing when and
how to use knowledge.” Dr. Wooldridge sees the book as “one way to pull (or push!)
the field farther along.”
In summary, the reader will gain new perspectives, new tools, new information.
But, the greatest gift of this book is its invitation to build a more inclusive human
systems engineering profession for all. Frankly, I walked away from my reading of
this work and embraced my elephants once again in all their colorful and boundary-
less splendor. We don’t have to color inside the lines or use the same colors every day.
Humans are complex. They are diverse, and diversity matters, especially to those
who have been told to conform, to be like those with power and privilege. No human
user wishes to disappear into the milieu of a dominant culture. Every human wishes
xii Foreword

and deserves to have attributes included in the design and evaluation of systems.
These differences should be foundational to our work so we demonstrate our respect
for all users.
Thanks to the editors and contributors. Truly, this work will help to open the
gates, give us permission to color outside the lines, and move our profession forward
in leaps and bounds.

Tonya Smith-Jackson, PhD, CPE

Senior Vice Provost for Academic Affairs; Interim Director of the Center of
Excellence in Cybersecurity Research, Education and Outreach, North Carolina
Agricultural and Technical State University

Program Director, CISE-Cyber-Human Systems Program, National Science

Foundation Cognizant Program Office, Cultural Cultures in Ethical STEM,
National Science Foundation

Fellow of the Human Factors and Ergonomics Society

Fellow of the Institute of Industrial and Systems Engineers

Preface
Inclusive Scholarship for
Inclusive Systems
Diversity is important for civil society, and much has been written about the chal-
lenges faced by organizations, corporations, and institutions that operate and compete
in increasingly diverse markets. Diversity of thought, capabilities, and knowledge
have provided significant advantages to entities that know how to leverage the col-
lective intelligence and experience of its members to address challenges. Previous
research shows that diverse groups are more productive, innovative, and creative
(Herring, 2009; Van Knippenberg & Schippers, 2007); engage in more critical
analysis and thinking (Antonio et al., 2004; Nemeth, 1995; Sommers, 2006); and
promote growth of equity via mentorship and role models (Institute of Medicine,
National Academy of Sciences & National Academy of Engineering, 2007). Many
people and institutions who seek to broadly improve and sustain human quality of
life have realized the value of diversity.
Diversity has typically referred to variation or differences between group mem-
bers (e.g., a profession, company, or team) in terms of more apparent characteris-
tics (e.g., gender, race, and age) and sometimes less apparent characteristics (e.g.,
culture, thought, and expertise) (Roberson, 2006). Thus, diversity may be achieved
when membership represents a variety of people. However, efforts to assess or attain
the benefits of diversity have further revealed the importance of inclusion—diverse
people and their perspectives must be actively recognized, welcomed, and respected.
In the words of Vernā Myers (Myers, 2012), “diversity is being invited to the party,
and inclusion is being asked to dance.” Finally, from roots in moral and political
philosophy (Rawls, 2001), social justice refers to the purposeful implementation of
structural changes to attain more equitable societies and institutions. Beyond simply
valuing equality (Froehle, 2016), social justice seeks to dismantle systems that create
injustice while simultaneously building systems that enable authentic diversity and
inclusion.

WHAT IS HUMAN SYSTEMS ENGINEERING?

Human systems engineering (HSE) bridges psychology and engineering perspec-
tives to iteratively understand and solve human-centered problems at multiple levels,
which requires understanding and respecting peoples’ needs, goals, abilities, and
limitations within their social and technological contexts (Roscoe et al., 2019). This
work is rooted in empirical disciplines that examine our use of technological sys-
tems, such as human-computer interaction (Jacko, 2012), and disciplines like human
systems integration (Boehm-Davis, Durso, & Lee, 2015) and macroergonomics

xiii
xiv Preface

(Hendrick & Kleiner, 2002) that study the effects of environment, organization,
people, and technology on system design and performance.
We believe that these human-focused and system-oriented approaches are per-
fectly suited to address human-focused and system-oriented threats to diversity
and inclusion, and to generate the necessary knowledge, strategies, and tools for
promoting social justice. For instance, universal design entails designing for indi-
viduals with special physical or cognitive needs (Vanderheiden & Jordan, 2012), and
universal design for learning applies these principles to education (Edyburn, 2010).
Likewise, macroergonomics offers theoretical frameworks and methods to inves-
tigate systemic issues (Hendrick & Kleiner, 2002) such as diversity, inclusion, and
social justice. Cultural ergonomics analyzes interactions between human factors,
ergonomics, design, and the diverse cultural contexts in which these activities occur
(Montague & Perchonok, 2012; Smith-Jackson & Wogalter, 2000).
We chose “human systems engineering” as the titular framing for this book to
emphasize the preceding themes, perspectives, and problem-solving approaches. In
addition, two of the editors (Roscoe and Chiou) are HSE faculty at Arizona State
University. However, other scholars and our chapter contributors are welcome to
refer to “human factors,” “ergonomics,” or other disciplines and terminology—we
wholeheartedly embrace this plurality.

WHY AND HOW DID THIS BOOK COME TO EXIST?

The Human Factors and Ergonomics Society (HFES) has articulated several stra-
tegic goals and values for the organization (HFES, 2019). Among these objectives,
“Goal E” aims to “advance the science and practice of HF/E to address current and
emerging societal problems,” and “Goal G” seeks to “increase diversity across the
society, including the membership and leadership, and participation in conferences
and publications.” Together, these directives drive HFES to lead positive societal
change with respect to diversity, inclusion, and justice. Activities at recent HFES
annual meetings have enacted this vision and were key inspirations for this volume.
At HFES 2017 (Austin, TX), Nancy J. Cooke (Chapter 1) delivered her presiden-
tial address on the transformation of Medellín, Colombia (once the “murder capital
of the world”) via neighborhood integration, public transportation, libraries, schools,
and more. Similarly, Ron Davis offered a compelling keynote lecture on crime, law
enforcement, and relationships between law enforcement and communities in the
United States. Finally, in an emotional Arnold M. Small Lecture in Safety special
session, Victoria Walker (National Center for Missing and Exploited Children) and
Javier Rodriguez (Criminal Investigations Division of the Texas Attorney General)
discussed dire challenges related to child trafficking. The presenters noted the roles
of technology as tools used by perpetrators, tools for education, and tools for track-
ing and prosecuting offenders. One audience member asked, “What can the HFES
community do to help?” We also learned that reviewing trace data (e.g., images and
chat logs) is essential for identifying victims and perpetrators but is also cognitively
and emotionally grueling. However, HF/E techniques (e.g., cognitive task analy-
sis) could assess the needs and processes of analysts and, in turn, identify ways to
quickly train future analysts for both effectiveness and resilience.
Preface xv

In parallel with these discussions, the HFES Diversity Committee—building

upon the work conducted by the Diversity Task Force (see Smith-Jackson, Pak,
Johnson, McLaughlin, & Rovira, 2016)—hosted a panel session on “challenges and
opportunities for involvement” (Chiou, Wooldridge, Price, Mosqueda, & Roscoe,
2017). Panelists discussed (a) current HFES membership demographics, (b) the value
of diversity and inclusion for innovation and critical thinking, (c) examples of inclu-
sion in academia and industry, and (d) obstacles to attaining inclusion. Given the
encouraging response to this panel from reviewers and participants, a clear need
emerged: a venue for scholarship on how human factors principles, methods, exper-
tise, and research could advance diversity, inclusion, and social justice. As a trial
run, the Diversity Committee hosted another panel at the 2018 HFES annual meet-
ing (Philadelphia, PA) (Wooldridge et al., 2018). This popular panel was successful
in inspiring further interest, participation, and planning. Indeed, several panelists
contributed chapters to this volume.
To develop the current volume, we solicited a variety of contributions on the inter-
section of HSE and social justice themes. We invited research reports that presented
empirical evaluations, investigations, and applications of HSE methods to diversity
and inclusion issues (e.g., ergonomic analyses to reveal challenges encountered by
marginalized populations). In addition, we sought literature reviews that provided
selective, strategic, and comprehensive consideration of relevant literatures to dem-
onstrate the role (or potential role) of HSE in some aspect of diversity, inclusion, or
social justice. Importantly, and uniquely, we also welcomed personal narratives that
shared people’s experiences with diversity and inclusion, along with connections
to HSE research or practice. We believe these narratives provide an engaging entry
point for readers who may be new to this topic—making issues “real” in an acces-
sible manner. From this call, we received numerous proposals that were evaluated,
peer-reviewed, and revised to produce the current book. The contributed chapters are
introduced in the next section.

OVERVIEW
This volume is organized in three thematic sections, yet many chapters blend these
themes. These sections should be considered as loose clusters of related work—there
is a significant degree of “cross talk” among chapters.

Section 1: Understanding and Supporting Healthy Communities

Section 1 considers how HSE can explore systematic factors related to productive,
healthy, and equitable communities. Such settings may be regional, national, or even
global. In turn, improved understanding of these complex systems can inspire solu-
tions to grand challenges.
Nancy J. Cooke’s 2017 presidential address to the HFES was an inspiration for
this book, and thus it is fitting that the first chapter summarizes her remarks. In
Chapter 1, Cooke describes her visit to Medellín, Colombia, and reflects on the soci-
etal impact of urban design that is aligned to HSE principles. From a geographically
and economically divided city plagued by crime, Medellín was transformed through
xvi Preface

multidisciplinary collaboration (e.g., among academics, politicians, city planners,

and gang members) focused on systemic causes and strategies. By emphasizing
the complex and inequitable systems of people, technology, and their environment,
teams were able to envision workable solutions on a societal scale.
In Chapter 2, Stonewall, Dorneich, Shenk, Krejci, and Passe document their sup-
port of inclusive community decision-making in Des Moines, Iowa. Their iterative,
multidisciplinary work brought together community members, leaders, research-
ers, and businesses to develop evidence-based approaches for responding to shift-
ing climate needs (e.g., rising energy costs). This work actively solicited the input
of lower-income neighborhood stakeholders—individuals typically excluded from
policymaking—resulting in more workable solutions that were championed by the
residents themselves.
In Chapter 3, Thatcher and Todd provide a historical and global perspective for
human factors and ergonomics. In their review, they describe contributions of these
fields in “underdeveloped countries,” principles for expanding such work, and the
lessons that “developed countries” can learn from their colleagues in the Global
South. This chapter offers a vision for the ethical and equitable expansion of human
factors research and practice around the world.
Healthcare emerged as a topic of interest to multiple contributors. In Chapter 4,
Holden, Toscos, and Daley argue passionately that “social justice means striving for
social good for all people.” They draw upon their personal experiences in healthcare
to define and exemplify challenges related to equity, vulnerable populations, exclu-
sion, and design. In addition, they call for researchers and practitioners to priori-
tize social justice issues and collaboration. This chapter nicely articulates a “call to
action” that encompasses healthcare and the human factors field.
In Chapter 5, Wesley, Boxley, Kurgatt, King, and Miller provide a review that
tackles human factors and health equity along three dimensions: social determinants
of health, implicit biases, and health information technology. This chapter argues
that a systems approach can combat social justice threats in healthcare, and thus
better connect patients to needed health resources regardless of their identities or
origins. This chapter documents interactions between social, demographic, inter-
personal, and technological factors in equitable healthcare, and discusses how these
issues are currently addressed (or not) in the literature.
In the final chapter of Section 1, Benda and Bisantz share a concrete method
for understanding complex systems—work domain analysis (WDA)—and using
this knowledge to drive social justice. Chapter 6 defines WDA and presents cases
related to healthcare and housing access. In both cases, the WDA approach reveals
important antecedents, measurable constructs, conflicts, and relationships that can
be leveraged to design solutions.

Section 2: Including and Empowering Diverse People

HSE strives to improve the productivity and well-being of all people, yet many
individuals and groups face additional challenges and inequities due to their iden-
tities (e.g., race, gender, LGBTQ, and religion) and resources (e.g., poverty and
access). Thus, for HSE to advance diversity, inclusion, and social justice, we must
Preface xvii

directly engage with the needs and goals of marginalized and underrepresented
populations.
The first two chapters offer narratives about recognizing and confronting exclu-
sion. In Chapter 7, Bass describes how workplace discrimination impacts millions
of LGBTQ people and reveals how individuals and organizations can advocate for
change within these systems. Her narrative also exemplifies how the “human fac-
tors and systems engineering toolbox” can guide, coordinate, and empower these
long-term efforts. In Chapter 8, Reinert discusses how designers exclude people both
deliberately and inadvertently. Reinert cautions us to engage members of marginal-
ized populations during design to prevent unintentionally exclusionary decisions,
such as the inaccessible placement of gender-neutral restrooms on a college campus.
In Chapter 9, Williams and Gilbert further challenge our conceptions of ethi-
cal participatory design research and methodology in the context of autistic persons
and individuals with disabilities. They argue that marginalized populations must
be deeply integrated into research pertaining to their needs and concerns, and such
inclusion must carefully respect participants’ voice, agency, and power.
In Chapter 10, we return to Medellín to further witness how HSE can improve
our understanding of people, their challenges, and ways to support them. Rodríguez
and Gaviria report an ergonomic analysis of recyclers—individuals who make their
living by salvaging material waste. Their work reveals insights about the systemic
resources, physical and health demands, and other conditions of vulnerability associ-
ated with recyclers.
In Chapter 11, Harris, Nie, and Rogers provide a review and case studies on chal-
lenges faced by older adults and the role of technology-based support. Importantly,
aging introduces myriad challenges (e.g., isolation and disabilities) that intersect
with diverse demographic factors (e.g., education and culture). Using three exemplar
cases, this chapter argues that technology design must include the authentic input of
older adults and make use of diverse methodologies.
Finally, in Chapter 12, Jackson, Laurenceau, and Gilbert discuss the design of
wearable brain-computer interface (BCI) technologies. Specifically, the authors argue
that advancements in these devices ignored the goals and needs of women, with con-
sequences for technology adoption, commercialization, and research participation.

Section 3: Inspiring Strategies for an Inclusive Future

The work of attaining diversity, inclusion, and social justice is often arduous. Many
problems are sweeping and systemic, which makes it difficult to conceptualize the
complex factors involved. Likewise, certain outcomes may be “invisible” and shaped
by implicit biases. Changing these systems often requires multidisciplinary groups
and advocates working together over distance and time. How can we respond to calls
for HSE and related fields to seek justice for all?
Chapters in prior sections have already described several applicable methods,
such as data-driven modeling, analyses of work systems, participatory research, and
user-centered technology design. Section 3 continues this forward-thinking effort
by sharing additional inspirational strategies, particularly with respect to dialogue,
education, and training.
xviii Preface

In Chapter 13, Roberts and colleagues present their ambitious, multidisciplinary

workshop on race, automation, and the future of work. This workshop convened
nearly 40 interdisciplinary experts to discuss these themes with respect to knowl-
edge production, labor markets, and artificial intelligence. This chapter articulates
valuable lessons learned and research agendas, and serves as an inspiration and
model for future workshops.
The next two chapters advocate for internships as a means to include underrep-
resented students, thus addressing “pipeline” and “pathway” gaps in research and
STEM fields. In Chapter 14, Tokowicz describes a research internship program in
the learning sciences, and summarizes the benefits reported by two cohorts of under-
graduate students. In Chapter 15, Arastoopour Irgens evaluates a virtual engineering
internship. This experience was intentionally designed to support underrepresented
students and appeared to be a positive experience for women of color. Both of these
chapters highlight the power of deliberate inclusion in academia, which in turn nur-
tures our next generation of scholars.
Administrative support and stakeholders are crucial for achieving lasting change.
One way that HSE can influence change is by bringing our expertise into leadership
roles. This strategy is exemplified in Chapter 16, wherein Sharples describes her
new role as Pro-Vice-Chancellor for Equality, Diversity, and Inclusion (EDI) at a
university. This position is focused on social justice issues, and Sharples leverages
her extensive background in human factors and ergonomics to support that mission.
The importance of leadership and administrative support are echoed in Chapter 17.
Ninan, Feitosa, and Delice review the literature to educate readers about best prac-
tices and pitfalls in diversity training. For example, managers (and other organi-
zational leaders) must take care to reinforce rather than undermine the effects of
training.
Finally, this book provides a venue for diversity and inclusion scholarship and
best practices in HSE, and inspires others to address these themes in their work—
this volume is a conversation starter. Thus, it is fitting that our final chapter pres-
ents a conversation. In Chapter 18, Valdez and Edmunds recreate a “dialogue across
disciplines” that emerged from their collaborations. Through such dialogues and
sharing of ideas, we educate and encourage each other to pursue human factors and
ergonomics work that contributes to the benefit of all.

Chapters We Could Not Include (at This Time)

An unfortunate irony for a volume on inclusion is that we could not include all of the
worthy proposals and submissions we received. Limitations included book length,
conflicts between publishing timelines and authors’ schedules, professional obsta-
cles (e.g., occupational bureaucracy), and personal life challenges. In this section, we
briefly acknowledge the valuable ideas of our almost-contributors.
Multiple authors were willing to share their personal lives. Vanessa Martinez
proposed a chapter about her disappointing patient-physician communications (as
a patient) as a reminder to mindfully include identities in our human factors frame-
works. Deborah Mantello proposed to write about her experiences as a female pilot
in a male-dominated industry, and her role in launching a Women in Aviation chapter
Preface xix

at a leading university. Shannon McHarg proposed to describe the inclusive design

of open data. Finally, Jennifer Perchonok and Jeanne Bard proposed a chapter on
how human factors experts might advocate for social justice in settings that may not
share those ideals.
Several proposals considered the participation of underrepresented groups in the
workplace and education. Bopaya Bidanda, Claire Guth, and Srinidhi Jagannath
proposed to report on their efforts to include underrepresented and disabled indi-
viduals in manufacturing careers, such as the Manufacturing Assistance Center
(MAC) at the University of Pittsburgh. Similarly, Brianna Posadas and Juan Gilbert
proposed a chapter on how affordability, accessibility, and usability issues exclude
people from precision agriculture. Carla Thomas proposed a review on implicit
racial biases and empathy in the workplace. Finally, two proposals addressed inclu-
sion and education. From the lens of engineering education, Brooke Coley proposed
to write about the challenges of underrepresented students in STEM and inclu-
sive education strategies. Dave Edyburn proposed a chapter on universal design for
learning and the use of “academic diversity blueprints” to proactively value learner
differences.
In sum, there is clearly more scholarship related to social justice and HSE than
we could include in a single volume. There remains much more to be said, perhaps
through future books, journal special issues, conference sessions, or even a dedi-
cated journal.

CONCLUSION
We anticipate that this book will be valuable to a wide audience of researchers,
educators, professionals, and learners. The current book highlights how scholars and
practitioners in HSE (inclusively defined) advance diversity, inclusion, and social
justice through their work. In addition, we expect that the volume will be interest-
ing to audiences in allied disciplines, such as education, community development,
criminal justice, psychology, public health, and engineering (to name a few). Many
fields are already immersed in inclusive endeavors, and this book may reveal and
reinforce the added contributions of HSE. Ideally, this book will promote expanded
interest in pursuing social justice, and will foster new connections, collaborations,
and research.

ACKNOWLEDGEMENTS
This edited volume contributes to the mission of the Human Systems Engineering
Education project supported by the National Science Foundation (#1712328). Any
opinions, findings, conclusions, or recommendations expressed in this work are
those of the authors and do not necessarily reflect the views of the National Science
Foundation.
Rod D. Roscoe, Arizona State University
Erin K. Chiou, Arizona State University
Abigail R. Wooldridge, University of Illinois-Urbana Champaign
xx Preface

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Chiou, E. K., Wooldridge, A. R., Price, M., Mosqueda, E., & Roscoe, R. D. (2017). The HFES
Diversity Committee: Challenges and opportunities for involvement. Proceedings of
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Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten
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tions. Boca Raton, FL: CRC Press.
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Preface xxi

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Editors
Dr. Rod D. Roscoe is Associate Professor of Human Systems Engineering and a
Diane and Gary Tooker professor for effective education in STEM at Arizona State
University. His research identifies ways to improve educational efficacy and access
by understanding relationships between learning theory, technology innovation, and
user experience. He also investigates engineering education and the preparation of
future engineers to address the ‘human side’ of engineering and design.

Dr. Erin K. Chiou i s Assistant Professor of Human Systems Engineering at Arizona

State University. Her research seeks to improve automation for more resilient and
sustainable futures. Her work focuses on the social psychological factors in human-
automation interaction and system design, with applications in complex and safety
critical systems including defense and healthcare. She directs the Automation Design
Advancing People and Technology laboratory.

Dr. Abigail R. Wooldridge is Assistant Professor of Industrial and Enterprise

Systems Engineering at the University of Illinois at Urbana-Champaign. Her
research aims to improve patient safety and quality of care as well as healthcare
professional well-being. She analyzes and models complex sociotechnical systems
and team cognition in healthcare to understand and improve how individuals with
diverse backgrounds, perspectives, and training can work together across the patient
journey.

xxiii
Contributors
Golnaz Arastoopour Irgens Fabrice Delice
Clemson University City University of New York, Brooklyn
Clemson, South Carolina College
garasto@clemson.edu Brooklyn, New York
fabrice_delice@yahoo.com
Ellen J. Bass
Drexel University Michael C. Dorneich
Philadelphia, Pennsylvania Iowa State University
ejb96@drexel.edu Ames, Iowa
dorneich@iastate.edu
Natalie C. Benda
Weill Cornell Medicine David S. Edmunds
New York, New York University of Virginia
ncb4001@med.cornell.edu Charlottesville, Virginia
rsv9d@virginia.edu
Ann M. Bisantz
University at Buffalo Jennifer Feitosa
Buffalo, New York Claremont McKenna College
bisantz@buffalo.edu Claremont, California
jennfeitosa@outlook.com
Christian Boxley
MedStar Health National Center for Jaime Gaviria
Human Factors in Healthcare Universidad de Antioquia
Washington, District of Columbia Medellín, Colombia
Christian.L.Boxley@medstar.net jaime.gaviria@udea.edu.co

Enobong H. Branch Juan E. Gilbert

University of Massachusetts Amherst University of Florida
Amherst, Massachusetts Gainesville, Florida
ebranch@soc.umass.edu juan@ufl.edu

Nancy J. Cooke Maurita T. Harris

Arizona State University University of Illinois
Mesa, Arizona Urbana-Champaign
Nancy.Cooke@asu.edu Champaign, Illinois
maurita2@illinois.edu
Carly N. Daley
Indiana University Purdue University Richard J. Holden
at Indianapolis, Parkview Research Indiana University School of
Center Medicine, Regenstrief Institute, Inc.
Indianapolis, Indiana Indianapolis, Indiana
candaley@iupui.edu rjholden@iupui.edu

xxv
xxvi Contributors

France Jackson Audrey Reinert

University of Florida Purdue University
Gainesville, Florida West Lafayette, Indiana
france.jackson04@gmail.com reinertc@purdue.edu

Christopher J. King Henry Renski

Georgetown University University of Massachusetts Amherst
Washington, District of Columbia Amherst, Massachusetts
ck806@georgetown.edu hrenski@umass.edu

Caroline C. Krejci Shannon C. Roberts

The University of Texas at Arlington University of Massachusetts Amherst
Arlington, Texas Amherst, Massachusetts
caroline.krejci@uta.edu scroberts@umass.edu

Stefanie Kurgatt Yordán Rodríguez

Georgetown University Universidad de Antioquia
Washington, District of Columbia Medellín, Colombia
sck50@georgetown.edu yordan.rodriguez@udea.edu.co

Isabel Laurenceau Wendy A. Rogers

University of Florida
Gainesville, Florida
isalau@ufl.edu
Kristen E. Miller
MedStar Health National Center for
Human Factors in Healthcare
Washington, District of Columbia
Kristen.E.Miller@medstar.net
University of Illinois
Urbana-Champaign
Champaign, Illinois
wendyr@illinois.edu
Sarah Sharples
University of Nottingham
Nottingham, England, UK
Sarah.Sharples@nottingham.ac.uk

Qiong Nie Linda Shenk

University of Illinois Iowa State University
Urbana-Champaign Ames, Iowa
Champaign, Illinois shenk@iastate.edu
qiongn2@illinois.edu
Laurel Smith-Doerr
Preeya Ninan University of Massachusetts Amherst
City University of New York, Brooklyn Amherst, Massachusetts
College lsmithdoerr@soc.umass.edu
Brooklyn, New York
preeyan98@gmail.com Jacklin Stonewall
Iowa State University
Ulrike Passe Ames, Iowa
Iowa State University jacklins@iastate.edu
Ames, Iowa
upasse@iastate.edu
Contributors xxvii

Andrew Thatcher Deliya B. Wesley

University of Witwatersrand MedStar Health Research Institute
Johannesburg, South Africa Hyattsville, Maryland
Andrew.Thatcher@wits.ac.za Deliya.B.Wesley@medstar.net

Andrew Todd Tiamba Wilkerson

Rhodes University University of Massachusetts Amherst
Grahamstown, South Africa Amherst, Massachusetts
a.todd@ru.ac.za twilkerson@soc.umass.edu

Natasha Tokowicz Rua M. Williams

University of Pittsburgh University of Florida
Pittsburgh, Pennsylvania Gainesville, Florida
tokowicz@pitt.edu Williams2020@ufl.edu

Tammy Toscos Shlomo Zilberstein

Parkview Research Center University of Massachusetts Amherst
Fort Wayne, Indiana Amherst, Massachusetts
Tammy.Toscos@parkview.com shlomo@cs.umass.edu

Rupa S. Valdez
University of Virginia
Charlottesville, Virginia
rsv9d@virginia.edu
Another random document with
no related content on Scribd:
Which is the greatest of all Planets? Which Planet ranks, in
magnitude, next to Jupiter? Which of the Planets ranks third in
magnitude? Which, Fourth? What Planets are smaller than our
Earth? What Planets are smaller than the Moon?
[§ 11.] What do you call the Diameter of a ball or sphere? Is the
Diameter of the Sun larger or smaller than the Diameters of all the
Planets taken together?
The teacher may yet ask a number of questions respecting the
Diameters of the Planets, which the pupil will be able to answer by
looking on Plate III. He may, for instance, ask whether the Diameter of
the Earth is larger or smaller than that of Venus? Whether the
Diameter of Jupiter or Saturn is the largest, etc.? This will oblige the
pupil to compare the different magnitudes of the Planets and their
Diameters.
[§ 12.] What proportion does the square-Contents of the Sun’s
surface bear to that of the surfaces of all the Planets? What two
Planets have together a surface nearly as large as that of our Earth?
Are the surfaces of Ceres, Vesta, Juno and Pallas taken together
sufficient or not, to cover the surface of our Earth? What Planets,
therefore, could be covered with the Earth’s surface? Which Planet
has the largest surface? What do you observe with regard to the
square-Contents of Jupiter’s surface? and that of the surfaces of all
other Planets, taken together? What Planet’s surface comes next in
magnitude to Jupiter’s? What Planet’s surface is larger than that of
our Earth, Venus and Mercury taken together? What three Planets’
surfaces taken together are smaller than that of the Moon? What
Planet has nearly as large a surface as the Moon?
[§ 13.] What is the opinion of philosophers respecting the Four
Planets, Ceres, Vesta, Juno and Pallas?

FOOTNOTES:
[1] Numbers are purposely omitted here, because abstract
numbers convey little or no ideas to young pupils. Those who
wish these relations expressed in numbers will find them in Table
I at the end of the book.
 LESSON III.
EXPLAINING THE MOTION OF THE PLANETS AND COMETS ROUND THE
SUN.
§ 14. You have learned, in the preceding lesson, that the Earth
and the other Planets are regularly moving round the Sun; but you
must know that the time which each requires to complete a whole
revolution, that is, the time which each needs to move once round,
cannot be the same with all; as you may easily judge yourself: for the
Planets which are next to the Sun will, of course, have a much
smaller journey to perform, than those which are further from it. Thus
Mercury, which is the first Planet in order from the Sun, will naturally
come round much sooner than Jupiter, which is placed at a much
greater distance from it.
That you may the easier understand this, the following Plate, No.
VI, will represent to you our Solar System:
The Sun from which proceeds all light and heat, is placed in the
centre. Then come the Planets Mercury and Venus; Third in order is
our Earth with its Satellite the Moon; and so on. The rest of the
Planets in the same order in which they are represented on Plate II.
You will also perceive there the orbs of two Comets, distinguished as
you were told, by a tail of light. The Planets Jupiter, Saturn and
Herschel are each represented with their Moons, and the Planet
Saturn with its luminous ring.
 No. VI.

Now you will easily understand that Ceres, Vesta, Juno, Pallas,
Mars, Jupiter, Saturn and Herschel, have each a much greater
distance to travel, than our Earth; but that, on the contrary, Venus
and Mercury can complete their revolution in a much shorter time.[2]
§ 15. The time which our Earth needs to travel once completely
round the Sun, (to finish one revolution) is called a Year. Such a year
has three hundred and Sixtyfive days;—and each of these days has
again Twentyfour hours.
You see from this that the revolution of the Earth round the Sun
gives us a means of measuring time, by which we are able to bring
order and regularity into our business and transactions of life. For the
making of clocks and watches is but a late invention, and we should
be left entirely in the dark as regards the history of former ages, and
a great many people would, at this present moment, be incapable of
forming a correct estimate of time, if Providence had not given to all
this appropriate means of measuring it.
§ 16. While the Earth needs a whole year for one revolution round
the Sun; Mercury requires but Eightyone days, and Venus only about
two thirds of One of our years. Mars, on the contrary, needs for one
of his revolutions almost Two years; Vesta almost Four; Juno, Ceres
and Pallas over Four years; Jupiter almost Twelve, Saturn over
Twentynine, and Herschel nearly Eightyfour of our years![3]—And if
these Planets, as we have reason to believe, are inhabited by beings
endowed with human understanding and faculties, numbering their
years as we do ours—by the revolution of their Planets round the
Sun—how different from ours must be the Period of their existence!!
§ 17. During the time that the Earth is performing her journey
round the Sun, the Moon, our constant attendant, is continually
moving round the Earth, and completes one of these revolutions in
little more than Twentyseven days.—Very important and interesting
to us are the changes in appearance which she exhibits during each
of these revolutions.—You probably will know, that the Moon does
not appear to us, at all times, the same. Sometimes she is hardly at
all visible, (at least not with the naked eye); at other times only a
small rim of her is seen, which by degrees becomes larger and
larger, until finally she appears in her full round form. After this she
begins again to diminish, changes again into a small luminous rim,
and finally disappears entirely from our sight. These successive
changes in the Moon’s appearance are called the Moon’s Phases, or
the waxing and waning of the Moon. The time during which the Moon
is not seen is called New Moon; the time during which she exhibits
her full shape is called the Full Moon; and the different periods of her
waxing and waning (when she appears to us in the form of a
crescent) are called Quarters. Thus we speak of the First and of the
Last Quarter of the Moon. The First Quarter takes place after New
Moon; the last Quarter after Full Moon.
The following diagram, Plate No. VII, may serve to represent to you
the Moon’s phases as seen from our Earth.
 When the Moon is in a, then the light of the Sun falls just on that
side of it which is turned from the Earth. It is then, we have New
Moon. When in b, a small brim of the Moon is seen, because a small
portion of its lighted surface is then turned towards the Earth.—When
in c half of her lighted surface is turned towards us, and we have the
First Quarter. In d a still greater portion of the Moon’s lighted surface
is visible, and in e, we have Full Moon, because her whole lighted
surface is then turned towards the Earth. In f the moon commences to
wane (to grow smaller,) and in g the last quarter commences; finally,
when passed through the point h, we have in a, again New Moon. For
familiar illustration you may also take a white ivory ball, holding it
before a lighted candle, which may take the place of the Sun. When
the ball is in a straight line between your eye and the candle it will
appear to you all dark; because the lighted part is then entirely turned
toward the candle (away from you), and you have the same case
which is represented to you in the diagram, when the Moon is in a. But
if you move the ball a little to the right, you will perceive a streak of
light, similar to the First Quarter represented in the Diagram, when the
Moon is in c. If moved still farther to the right, so that the whole lighted
part of the ball is seen, it will resemble the Full Moon; represented in
the Diagram, when the Moon is in e.
No. VII.
 No. VIII.

§ 18. While the Moon is moving round the Earth, it often occurs
that she is placed in a direct line between ourselves and the Sun. In
this case a greater or less part of the Sun is concealed from us,
which causes a diminution of light or a partial darkness on our Earth.
This we call an Eclipse of the Sun. (Such an Eclipse took place in
1831, and you will probably have an opportunity of seeing many
more). If, on the contrary, the Earth is placed in a direct line between
the Sun and the Moon, then the Moon will be obscured by our Earth.
This is called an Eclipse of the Moon. The following two figures on
Plate No. VIII will serve for an illustration.
You will easily perceive from them that if the Moon (as represented
in Figure I) is placed in a direct line between the Sun and ourselves, it
must necessarily conceal from us part of that luminary; and in this
state cast a shade upon our Earth.
 But if the Earth is placed in a direct line between the Sun and the
Moon, (as represented in Figure II), then the Moon will be much more
obscured, because the Earth is much larger than the Moon, and will
therefore cast a much greater shade upon her.
§ 19. It remains for us to speak of that class of bodies known by
the name of Comets, (see Lesson I, § 6). Of these an unknown
number belongs to our Solar System.—(Some philosophers have
estimated their number to be about Twentyone; others think it must
amount to several hundred). They move round the Sun in
exceedingly long ovals, having their transparent tails always turned
away from that luminary. What is most remarkable about them is the
astonishing degree of heat to which they are exposed on account of
passing so near the Sun, and the astonishing velocity with which
they travel.
The Comet which appeared in the year 1680, is supposed to
sustain a heat nearly Two Thousand times greater than that of red hot
iron, and to move at the rate of several Hundred Thousand miles an
hour!!

RECAPITULATION OF LESSON III.

QUESTIONS.
[§ 14.] Do all Planets need the same time to complete a whole
revolution round the Sun? Why not?
If the pupils are old enough to understand the use of Dividers, it will
perhaps be well for the teacher to let them draw the Solar System on
a piece of paper.—If not, he ought to let them explain Plate IV, or an
orrery, if one be at hand.
[§ 15.] What is the time called, which our Earth needs for a
complete revolution round the Sun? How many days are there in a
year? How many hours are there in a day?
What is the revolution of the Earth round the Sun, the means of?
[§ 16.] What time does Mercury require for a complete revolution
round the Sun? What time does Venus require for the same
purpose? What time does Ceres, Vesta, Juno and Pallas need?
What, Jupiter, Saturn, and Herschel?
[§ 17.] What motion does the Moon make whilst the Earth is
travelling round the Sun? How many days does the Moon need for a
complete revolution round the Earth? Does the Moon during its
revolution round the Earth always exhibit the same shape? What
changes then does she gradually undergo? What do you call the
successive changes in the Moon’s appearance? What do you call
the time during which the Moon is not seen? What, that, during
which she exhibits her full shape? What, the different periods of her
waxing and waning? When does the First Quarter take place? When
the last?
[The teacher might now require the explanation of Plate V; the elder
pupils may draw the Diagram.]
[§ 18.] What does frequently occur during the Moon’s motion
round the Earth? What is the consequence of the Moon’s position in
a direct line between the Sun and ourselves? What is such a
diminution of light in consequence of the Moon being placed
between us and the Sun, called? What takes place when the Earth is
placed between the Sun and the Moon? What is such an obscuration
of the Moon, in consequence of the Earth’s position between her and
the Sun, called?
[The younger pupils ought now to explain Plate VIII; the elder pupils
ought to draw the Diagram on a slate or paper.]
[§ 19.] Is the number of Comets belonging to our Solar System
precisely ascertained? How many are there supposed to belong to
our System? In what manner do they move round the Sun? What
remarkable property do they possess?

FOOTNOTES:
[2] If the teacher has an orrery at hand, if it be even of the most
simple construction, he may exhibit it now. But it is the author’s
belief that a considerable portion of the pupil’s interest is lost, if he
be acquainted with it, at the beginning of the study; or, as it is the
custom in some schools, if an orrery is hung up among the charts
and maps of the school room. The pupil ought not to see the
orrery, until he knows that it is but a faint illustration of the infinite
grandeur of the heavens. Nothing detracts so much from our
estimation of things as a too familiar acquaintance with them,
before we know their real value.
[3] The exact numbers are given in Table II, at the end of the
book.
 LESSON IV.
ROTATION OF THE SUN, THE EARTH, AND THE REST OF THE PLANETS ON
THEIR AXES.—DAY AND NIGHT.—INCLINATION OF THE EARTH’S AXIS.—
SEASONS.
§ 20. Besides the progressive motion of the Planets, of which we
have spoken in the last Lesson, they have yet a peculiar motion like
a wheel turning on its Axle-tree. This motion is called the rotation of
the Planets on their Axes; because each of them seems to move
round a straight line passing through its centre; like a ball turning
round a piece of wire run through the middle of it.—Moreover it is
customary to call such a straight line imagined to be drawn through
the centre of a Planet—the Axis of that Planet.
The double motion of the Planets,—progressive and rotary,—is
perhaps one of the most difficult things for young pupils properly to
understand, without some popular illustration. If the teacher, therefore,
has no orrery to show this motion to his pupils, he may compare it to a
screw which is turned round whilst it suffers at the same time a
progressive motion; or perhaps with more propriety to a spinning-top,
which is continually turning on its Axis, while at the same time it
describes large circles.[4]
§ 21. If you have well understood what has just been said, you will
be able to comprehend, that our Earth, while it is performing its great
journey round the Sun in Three Hundred and Sixtyfive days, is, at
the same time, every Twentyfour hours turning on its Axis. This
rotary motion of our Earth on its Axis is the cause of the successive
changes of day and night; that portion of the Earth which is turned
toward the Sun having always day, when the other, which is turned
away from him, has night.
This is again a wise dispensation of God’s providence. For if the
Earth would always keep the same relative position to the Sun, then
that portion of it, which would then be turned toward the Sun, would
have continual day, whilst the other, which would then be turned away
from him, would be enveloped in perpetual darkness. But as it is now
 arranged by the Earth’s rotation on its Axis, most every portion of its
surface must at least once every Twentyfour hours be turned toward
the Sun and receive from him light and heat. Without this, one great
half of our Earth would have a perpetual winter, destructive to plants
and animals, while an everlasting summer would scorch the other half
and render it equally unfit for the support of man.
The following Diagram, Plate IX, may serve to give you an idea of
the Earth’s rotation round its Axis, and the alternate succession of
Day and Night, resulting from it. When the Earth is situated as
represented in the Diagram, then that portion of it, which is marked
A, will have Day, because it is turned toward the Sun; and the portion
marked B, will have Night. But in the course of the next Twelve hours
the order will be reversed. The portion which is marked B, will be
turned toward the Sun and have day, whilst the portion A will be
turned from him, and have night.
§ 22. The rotation of the Earth on its Axis is also the cause of the
Rising and Setting of the Sun. For no portion of our Earth is at once
turned toward or from the Sun; but moves toward or from it by
degrees (as you may see by slowly turning a ball near the flame of a
candle). This gradual motion of each portion of the Earth’s surface
toward or from the Sun, makes the Sun himself appear to us as
rising and going down; while, in fact, we ourselves are turning
towards, or receding from him. This is a kind of deception similar to
that which you experience when slowly gliding down a river; when
the objects on shore have the appearance of receding from you,
while in fact, it is you, yourself, who are travelling away from them.
 No. IX.

The gradual rise and setting of the Sun is another excellent

provision of nature. Were we from the darkness of night at once
exposed to the luminous rays of the Sun, it would dazzle our eyes and
render them unfit to distinguish a single object.—It is only by a gradual
transition from darkness to light that we are able to accustom our eyes
to the brilliancy of noon.
§ 23. There is another peculiarity in the situation of our Earth with
regard to the Sun, which you have not yet learned. The Earth’s Axis
is not even (parallel) with that of the Sun; but is somewhat inclined
towards it, as represented in the last Diagram. To this is owing the
Change of the Seasons. For on account of the inclination of the
Earth’s Axis, the Sun’s rays fall, sometimes nearly perpendicular
upon us, while at other times they are striking us more obliquely[5].
This is the principal cause of those changes of temperature which
we are in the habit of distinguishing by the names, Spring, Summer,
Autumn and Winter.
In winter the Sun’s rays strike us most obliquely; it is therefore the
coldest season of the year. In summer they are most perpendicular;—
Summer therefore is the hottest season. Spring and autumn are
standing in the middle between these two. From spring till mid-
summer the Sun’s rays are striking us more and more perpendicularly;
from mid-summer till winter more and more obliquely.
A similar change of temperature is felt every day from Sun-rise
(when the Sun-beams are most oblique) till noon, (when they are
most perpendicular); and from noon again towards evening or Sun-
set, when they are again oblique.
§ 24. It has been mentioned (Lesson IV, § 20), that each Planet in
our Solar System is regularly turning on its Axis. But all of them do
not perform this rotation with equal velocity. The Planets which are
farther from the Sun are turning quicker than those which are near
him. Jupiter, for instance, turns on its Axis twice as fast as our Earth.
The nights in Jupiter, therefore, do not last half as long as ours.
This is, in some degree, necessary. For in proportion as a planet is
further from the Sun, it receives less light and heat, which deficiency
is, in part, made up by a more frequent exposition to his rays.

§ 25. The Sun himself is also known to turn regularly on his Axis,
and to complete one whole rotation in about Twentysix of our days.
This we have been able to perceive from the spots which have been
discovered on its surface, and which gradually move toward and
disappear on one side, when in a short time after they appear again
on the other.
§ 26. The Moon, and the Satellites of the other Planets have no
rotary motion; but have always the same side turned towards their
Planets. Thus the moon keeps constantly the same side turned
towards the Earth; but her monthly motion round the Earth (Lesson
III, § 17) is equal to a rotation on her axis; because by this means
every part of her is, at least, once every Twentyseven days turned
toward the Sun; as you may see from the Moon’s phases,
represented on plate VII. A day in the Moon, therefore, is equal to
Twentyseven of our days; because the Moon moves in Twentyseven
of our days round the Earth, which is equal to turning once on her
axis.

RECAPITULATION OF LESSON IV.

QUESTIONS.
[§ 20.] Is the progressive motion of the Planets round the Sun the
only one which they are performing? What other motion have they
besides this? What is this motion called? Why is it called so? What
do you call a straight line imagined to be drawn through the centre of
a Planet?
To what may the double motion of the Planets’ progression and
rotary be compared?
[§ 21.] What time does the Earth need to turn once on its axis?
How many times does the Earth turn on its axis during its whole
journey round the Sun?[6] What is this rotary motion of our Earth the
cause of? Which portion of the Earth has day? Which night?
What would be the case, if the Earth was always to keep the same
relative position with regard to the Sun? What is the advantage
derived from the rotation of the Earth on its Axis. Would the Earth be
habitable without it or not?
[The pupil ought now to explain plate IX.]
[§ 22.] What is the rotation of the Earth on its axis further the
cause of? What does the gradual motion of each portion of our Earth
towards the Sun produce?
What would be the case, if from the darkness of night we were at
once exposed to the luminous rays of the Sun? Could our eyes
endure the brightness of noon without a gradual transition from
darkness to light?
[§ 23.] What other peculiarity is there in the situation of the Earth
with regard to the Sun? What is this the cause of? Do the rays of the
Sun strike us at all times equally perpendicular or obliquely? What
changes of temperature are thereby created?
 How do the rays of the Sun strike us in winter? What season,
therefore, is it? How do the rays of the Sun strike us in summer? What
season, therefore, is summer with regard to temperature? How are
the rays of the Sun striking us from spring till mid-summer? How, from
mid-summer till winter? What similar change of temperature do we
experience every day from Sun-rise till noon, and from noon till
evening or Sun-set?
[§ 24.] Do all Planets turn on their axes with equal velocities?
Which Planets turn quicker, those which are nearer or those which
are further from the Sun? Give an instance. How long are Jupiter’s
nights in comparison to our’s?
Why is this, in some degree, necessary?
[§ 25.] Is the Sun himself also known to turn on its axis like the
Planets? How many days does he need for one complete rotation?
By what means have we been able to observe this motion?
[§ 26.] Have the Moon and the Satellites of the other Planets also
a rotary motion? In what position does the Moon remain with regard
to the Earth? But what is her monthly revolution round the Earth
equal to? Why? What is a day in the Moon equal to? Why?

FOOTNOTES:
[4] The propriety of this comparison becomes still more evident,
when we reflect that the Axis of the top is generally somewhat
inclined to the plane.
[5] If the terms perpendicular and oblique, should not be
perfectly understood by the pupils, it will be easy for the teacher
to explain their meaning.
[6] If the Earth requires 365 days to travel round the Sun; and
each day has twentyfour hours; then the Earth will, during the
whole of this time, turn Three Hundred and Sixtyfive times on its
axis.
 LESSON V.
OF THE APPEARANCE AND PECULIARITIES OF THE MOON AND SOME OF
THE PLANETS WHEN VIEWED THROUGH A TELESCOPE.
§ 27. Next to the Sun there is no heavenly body so interesting to
us as the Moon. When viewed through a good Telescope[7] she has
nearly the same appearance as in Figure I, Plate X. The bright parts
are supposed to be lofty mountains and tracts of land; (which is
evident also from the shadow which they cast) and the dark spots
are supposed to be valleys and caverns. Many of the mountains of
the Moon are higher than the largest mountains on the Earth. Some
of them are volcanos, and their eruptions have been distinctly
observed by many distinguished Philosophers. Some of the caverns
are ascertained to have a depth of many miles and a width of almost
Three miles.—No water has as yet been discovered in the Moon.
Hence if she is inhabited, as we have reason to believe, her
inhabitants must be very differently constructed from ourselves.
§ 28. Among the Planets Venus is by far the most beautiful in
appearance. She is known also by the name of the Morning and
Evening Star. Her light is so bright that she is often seen at Noon.
When viewed through a good telescope she exhibits phases similar
to those of the Moon (Lesson III, § 17), which proves her spherical
form (Lesson I, § 3). The mountains in Venus have been calculated
to be at least Six times as high as those on our Earth. Her
Atmosphere is only half as dense as ours.
§ 29. Mars appears in many respects similar to our Earth. His light
is red and changeable; his surface exhibits black changeable spots
(see Figure II, Plate X). Some philosophers pretend to have noticed
a region of ice on his poles. His atmosphere is twice as dense as
ours.
 No. X.

§ 30. Jupiter, viewed through a telescope, exhibits a surface

covered with stripes. These are supposed to be clouds. A
representation of them is given in Fig. III, Plate X. His light is very
white and subject to but little variation. His atmosphere is nearly
Twentyseven times denser (thicker) than ours.
§ 31. Very remarkable, as we have already observed, is the Planet
Saturn, on account of its luminous ring. Viewed through a telescope
it has the appearance, represented in Figure IV. It is highly probable
that to the inhabitants of that Planet, this ring has an entirely different
appearance from what it has to us. It appears to be a solid opaque
mass, and is probably inhabited like the Planet, which it constantly
accompanies on its journey round the Sun. Saturn’s atmosphere is
nearly Ninety times denser than that of our Earth. No mountains
have as yet been discovered on its surface.

Herschel is too remote, for us to know much about its surface. Its
atmosphere is supposed to be Three Hundred and Sixty-one times
thicker than ours.
Mercury, being the nearest Planet to the Sun, has a very bright light;
but is only seen early before Sun-rise, and immediately after Sun-set.
It exhibits Phases like the Moon.

RECAPITULATION OF LESSON V.
QUESTIONS.
[§ 27.] What do you know about the Moon’s surface? What, about
its mountains, volcanos and caverns? Have any great waters been
discovered in it?
[§ 28.] What do you know about the Planet Venus? By what other
name is she known? What does she exhibit, when viewed through a
telescope? What do you know about her mountains? What, about
her atmosphere?
[§ 29.] What do you know about the Planet Mars? What, about his
light, surface and atmosphere?
[§ 30.] What surface does Jupiter exhibit when viewed through a
telescope? Of what color is the light of Jupiter? What do you know
about his atmosphere?
[§ 31.] What do you know about the Planet Saturn? What does the
ring of Saturn appear to be? What do you know about the
atmosphere of this Planet?

FOOTNOTES: