|FREE Color Palette/Scheme Generators,
Tools & Resources for Designers
Adobe Color CC ~ Colour CC lets you try out, create and save various colour schemes, each of which consists of a set of five colours. You can also explore themes.
CheckMyColours ~ A tool for checking foreground and background color combinations of all DOM elements and determining if they provide sufficient contrast when viewed by someone having color deficits.
Color Hunter ~ Color Hunter is a place to find and make color palettes created from images.
TinEye Labs ~ We extracted the colors from 20 million Creative Commons images on Flickr to make the images searchable by color. Enjoy! MulticolorEngine is addictive and very likely the best color search engine in the world*!
HailPixel ~ Hover your mouse anywhere across the screen to nail down your chosen colour, scroll to set your saturation, and the site will give you that all-important hex code for your projects.
SpyColor.com is a free service that provides information about any color, including conversions to many color models (RGB, CMYK, & many more). Schemes (harmonies) can be found on each color page.
Designspiration is a resource to help you discover and share great design.
ColorExplorer is an online toolbox for working with color palettes
COLOURlovers is a creative community where people from around the world create and share colors, palettes and patterns, discuss the latest trends and explore colorful articles.
Palleton.com ~ Color scheme designer
COPASO is an advanced color palette tool that helps you create the perfect color palette.
Colr.org allows you to see the range of colours available within an image, and pick those that appeal to you to form the basis for a theme.
GrayBit is an online accessibility testing tool designed to convert a full-color web page into a grayscale rendition to help visually test the page’s perceived contrast. Experience color wearing shades of gray.
Colrd.com ~ Discover colour palettes generated by its users, as well as patterns, gradients and images.
Colllor ~ Color Palette Generator – Create consistent color palettes.
Hex Color Tool ~ Dan’s Tools – Color Picking Tool
Color Equivilents Table ~ Keyword, Decimal RGB, Percentge RGB, HSL, Hex, and Short
Color Blender ~ Shows midpoint colors between two colors.
Pictaculous ~ A Color Palette Generator
Color Zilla ~ Color Picker, Eye Dropper, Gradient Generator
Color Chart ~ 256 colors – Wikimedia
Ultimate CSS Gradient Generator ~ A powerful Photoshop-like CSS gradient editor from ColorZilla.
Tags: Free Color Palette Generator, Free Color Scheme Designers, Free Color Theme Tools, Free Color Tool Resources, Free Color Tools, Free Online Coding Courses
Tags: Free Coding Courses, Free Coding Education, Free Computer Science Education, Free Online Coding Courses, Free Programming Courses, MOOC Providers, OpenCourseWare, OpenCourseWare Providers
|FREE Web Design & Development Education
Client-Side (Front-End)/Server-Side (Back-End)/Full-Stack
Online Classes ~ Complete College Curriculums, Courses,
Training Resources, & Interactive Learning
MIT OpenCourseWare (OCW) is a web-based publication of virtually all MIT course content. Massachusetts Institute of Technology OCW is open and available to the world and is a permanent MIT activity.
MITx on edX Massachusetts Institute of Technology — a coeducational, privately endowed research university founded in 1861 — is dedicated to advancing knowledge and educating students in science, technology, and other areas of scholarship that will best serve the nation and the world in the 21st century. Through MITx, the Institute furthers its commitment to improving education worldwide.
This course is free; however, an optional verified certificate is $90.00. Students who earn a satisfactory score on 9 problem sets (i.e., programming assignments that are about 10 – 20 hours each) and a final project will receive a certificate from HarvardX. This is a self-paced course–you may take CS50x on your own schedule.
Code.org ~ Computer Science & Coding ~ All Ages & Skill Levels
LCodeTHW ~ Learn Code the Hard (and free) Way ~ Ruby, Python, C, & More
Code Avengers ~ Learn to Build Websites, Apps, & Games
MOOC List ~ Massive Open Online Courses ~ FREE Online Courses for Everyone ~ ALL Subjects
MDN ~ Mozilla Developer Network ~ Tools,Platforms and Resources for Developers
Google Developers ~ Tools, Platforms, and Resources for Developers
Google’s Women Techmakers program provides visibility, community, and resources for women in technology.
edX ~ Online learning destination and MOOC provider ~ Over 90 Global Partners Including Harvard, MIT… ALL Subjects ~ Earn Verified Certificates
Learn Ruby with the EdgeCase Ruby Koans
Code School is an online learning destination for existing and aspiring developers. Not all courses are free.
Try Python ~ Explore the Basics of Python
CodingCombat – The most engaging game for learning programming.
CodingBat ~ Java & Python
Udemy ~ More than 40,000 courses ~ Not all are free.
CoderDojo ~ The global network of free computer programming clubs for young people.
Scratch is a free project of the MIT Media Lab ~ young people can program their own interactive stories, games, and animations — and share their creations…
Google’s HTML5 Rocks ~ Open Source ~ Tutorials, resources and the latest HTML5 updates
aGupieWare ~ A Bachelor’s Level Computer Science Program Curriculum
GitHub – More than 500 free programming books that cover more than 80 different programming languages
Platzi – Livestreamed classes on programming, design, business and marketing. Learn from industry leaders.
openHPI ~ ICT, computer science and IT systems engineering – Earn Record of Achievement on course completion.
FutureLearn ~ Free online courses from top universities and specialist organizations.
Hobart & William Smith Colleges Free Textbook ~ Introduction to Programming Using Java, Seventh Edition
Microsoft Virtual Academy Web Development Courses
Open Education Consortium ~ The Global Network for Open Education ~ educational institutions, individuals and organizations ~ ALL subjects.
Java™ Platform, Standard Edition 6 API Specification
Academic Earth Free Online Lectures and Courses for Computer Science
Utah State University Instructional Technology & Learning Sciences
LandofCode.com Web development tutorials, examples, exercises, quizzes, reference, and more
Linked OpenCourseWare Data Faceted Search
Tags: anthropology, body rituals, cultural behaviors, cultural diversity, cultural perceptions, cultural rituals, Nacirema, Nacirema tribe, primitive society, sociology, uncivilized society
One of my most meaningful and memorable learning experiences was in my eighth grade English class. We studied about the Nacirema tribe and about the strange, mystical rituals that people in the tribe perform. It is a very thought-provoking article, that I have yet to forget, about a very strange and primitive people.
This article was written by Horace Miner and was originally published in the American Anthropologist Magazine in 1956. It received the most reprint permission requests of any article in the magazine and is now part of the public domain.
Body Ritual Among the Nacirema
by Horace Mitchell Miner
The anthropologist has become so familiar with the diversity of ways in which different people behave in similar situations that he is not apt to be surprised by even the most exotic customs. In fact, if all of the logically possible combinations of behavior have not been found somewhere in the world, he is apt to suspect that they must be present in some yet undescribed tribe. The point has, in fact, been expressed with respect to clan organization by Murdock. In this light, the magical beliefs and practices of the Nacirema present such unusual aspects that it seems desirable to describe them as an example of the extremes to which human behavior can go.
Professor Linton first brought the ritual of the Nacirema to the attention of anthropologists twenty years ago, but the culture of this people is still very poorly understood. They are a North American group living in the territory between the Canadian Cree, the Yaqui and Tarahumare of Mexico, and the Carib and Arawak of the Antilles. Little is known of their origin, although tradition states that they came from the east. According to Nacirema mythology, their nation was originated by a culture hero, Notgnihsaw, who is otherwise known for two great feats of strength—the throwing of a piece of wampum across the river Pa-To-Mac and the chopping down of a cherry tree in which the Spirit of Truth resided.
Nacirema culture is characterized by a highly developed market economy which has evolved in a rich natural habitat. While much of the people’s time is devoted to economic pursuits, a large part of the fruits of these labors and a considerable portion of the day are spent in ritual activity. The focus of this activity is the human body, the appearance and health of which loom as a dominant concern in the ethos of the people. While such a concern is certainly not unusual, its ceremonial aspects and associated philosophy are unique.
The fundamental belief underlying the whole system appears to be that the human body is ugly and that its natural tendency is to debility and disease. Incarcerated in such a body, man’s only hope is to avert these characteristics through the use of ritual and ceremony. Every household has one or more shrines devoted to this purpose. The more powerful individuals in the society have several shrines in their houses and, in fact, the opulence of a house is often referred to in terms of the number of such ritual centers it possesses. Most houses are of wattle and daub construction, but the shrine rooms of the more wealthy are walled with stone. Poorer families imitate the rich by applying pottery plaques to their shrine walls.
While each family has at least one such shrine, the rituals associated with it are not family ceremonies but are private and secret. The rites are normally only discussed with children, and then only during the period when they are being initiated into these mysteries. I was able, however, to establish sufficient rapport with the natives to examine these shrines and to have the rituals described to me.
The focal point of the shrine is a box or chest which is built into the wall. In this chest are kept the many charms and magical potions without which no native believes he could live. These preparations are secured from a variety of specialized practitioners. The most powerful of these are the medicine men, whose assistance must be rewarded with substantial gifts. However, the medicine men do not provide the curative potions for their clients, but decide what the ingredients should be and then write them down in an ancient and secret language. This writing is understood only by the medicine men and by the herbalists who, for another gift, provide the required charm.
The charm is not disposed of after it has served its purpose, but is placed in the charmbox of the household shrine. As these magical materials are specific for certain ills, and the real or imagined maladies of the people are many, the charm-box is usually full to overflowing. The magical packets are so numerous that people forget what their purposes were and fear to use them again. While the natives are very vague on this point, we can only assume that the idea in retaining all the old magical materials is that their presence in the charm-box, before which the body rituals are conducted, will in some way protect the worshiper.
Beneath the charm-box is a small font. Each day every member of the family, in succession, enters the shrine room, bows his head before the charm-box, mingles different sorts of holy water in the font, and proceeds with a brief rite of ablution. The holy waters are secured from the Water Temple of the community, where the priests conduct elaborate ceremonies to make the liquid ritually pure.
In the hierarchy of magical practitioners, and below the medicine men in prestige, are specialists whose designation is best translated as “holy-mouth-men.” The Nacirema have an almost pathological horror of and fascination with the mouth, the condition of which is believed to have a supernatural influence on all social relationships. Were it not for the rituals of the mouth, they believe that their teeth would fall out, their gums bleed, their jaws shrink, their friends desert them, and their lovers reject them. They also believe that a strong relationship exists between oral and moral characteristics. For example, there is a ritual ablution of the mouth for children which is supposed to improve their moral fiber.
The daily body ritual performed by everyone includes a mouth-rite. Despite the fact that these people are so punctilious about care of the mouth, this rite involves a practice which strikes the uninitiated stranger as revolting. It was reported to me that the ritual consists of inserting a small bundle of hog hairs into the mouth, along with certain magical powders, and then moving the bundle in a highly formalized series of gestures.
In addition to the private mouth-rite, the people seek out a holy-mouth-man once or twice a year. These practitioners have an impressive set of paraphernalia, consisting of a variety of augers, awls, probes, and prods. The use of these items in the exorcism of the evils of the mouth involves almost unbelievable ritual torture of the client. The holy-mouth-man opens the client’s mouth and, using the above mentioned tools, enlarges any holes which decay may have created in the teeth. Magical materials are put into these holes. If there are no naturally occurring holes in the teeth, large sections of one or more teeth are gouged out so that the supernatural substance can be applied. In the client’s view, the purpose of these ministrations is to arrest decay and to draw friends. The extremely sacred and traditional character of the rite is evident in the fact that the natives return to the holy-mouth-men year after year, despite the fact that their teeth continue to decay.
It is to be hoped that, when a thorough study of the Nacirema is made, there will be careful inquiry into the personality structure of these people. One has but to watch the gleam in the eye of a holy-mouth-man, as he jabs an awl into an exposed nerve, to suspect that a certain amount of sadism is involved. If this can be established, a very interesting pattern emerges, for most of the population shows definite masochistic tendencies. It was to these that Professor Linton referred in discussing a distinctive part of the daily body ritual which is performed only by men. This part of the rite includes scraping and lacerating the surface of the face with a sharp instrument. Special women’s rites are performed only four times during each lunar month, but what they lack in frequency is made up in barbarity. As part of this ceremony, women bake their heads in small ovens for about an hour. The theoretically interesting point is that what seems to be a preponderantly masochistic people have developed sadistic specialists.
The medicine men have an imposing temple, or latipso, in every community of any size. The more elaborate ceremonies required to treat very sick patients can only be performed at this temple. These ceremonies involve not only the thaumaturge but a permanent group of vestal maidens who move sedately about the temple chambers in distinctive costume and headdress.
The latipso ceremonies are so harsh that it is phenomenal that a fair proportion of the really sick natives who enter the temple ever recover. Small children whose indoctrination is still incomplete have been known to resist attempts to take them to the temple because “that is where you go to die.” Despite this fact, sick adults are not only willing but eager to undergo the protracted ritual purification, if they can afford to do so. No matter how ill the supplicant or how grave the emergency, the guardians of many temples will not admit a client if he cannot give a rich gift to the custodian. Even after one has gained and survived the ceremonies, the guardians will not permit the neophyte to leave until he makes still another gift.
The supplicant entering the temple is first stripped of all his or her clothes. In everyday life the Nacirema avoids exposure of his body and its natural functions. Bathing and excretory acts are performed only in the secrecy of the household shrine, where they are ritualized as part of the body-rites. Psychological shock results from the fact that body secrecy is suddenly lost upon entry into the latipso. A man, whose own wife has never seen him in an excretory act, suddenly finds himself naked and assisted by a vestal maiden while he performs his natural functions into a sacred vessel. This sort of ceremonial treatment is necessitated by the fact that the excreta are used by a diviner to ascertain the course and nature of the client’s sickness. Female clients, on the other hand, find their naked bodies are subjected to the scrutiny, manipulation and prodding of the medicine men.
Few supplicants in the temple are well enough to do anything but lie on their hard beds. The daily ceremonies, like the rites of the holy-mouth-men, involve discomfort and torture. With ritual precision, the vestals awaken their miserable charges each dawn and roll them about on their beds of pain while performing ablutions, in the formal movements of which the maidens are highly trained. At other times they insert magic wands in the supplicant’s mouth or force him to eat substances which are supposed to be healing. From time to time the medicine men come to their clients and jab magically treated needles into their flesh. The fact that these temple ceremonies may not cure, and may even kill the neophyte, in no way decreases the people’s faith in the medicine men.
There remains one other kind of practitioner, known as a “listener.” This witchdoctor has the power to exorcise the devils that lodge in the heads of people who have been bewitched. The Nacirema believe that parents bewitch their own children. Mothers are particularly suspected of putting a curse on children while teaching them the secret body rituals. The counter-magic of the witchdoctor is unusual in its lack of ritual. The patient simply tells the “listener” all his troubles and fears, beginning with the earliest difficulties he can remember. The memory displayed by the Nacirema in these exorcism sessions is truly remarkable. It is not uncommon for the patient to bemoan the rejection he felt upon being weaned as a babe, and a few individuals even see their troubles going back to the traumatic effects of their own birth.
In conclusion, mention must be made of certain practices which have their base in native esthetics but which depend upon the pervasive aversion to the natural body and its functions. There are ritual fasts to make fat people thin and ceremonial feasts to make thin people fat. Still other rites are used to make women’s breasts larger if they are small, and smaller if they are large. General dissatisfaction with breast shape is symbolized in the fact that the ideal form is virtually outside the range of human variation. A few women afflicted with almost inhuman hyper-mammary development are so idolized that they make a handsome living by simply going from village to village and permitting the natives to stare at them for a fee.
Reference has already been made to the fact that excretory functions are ritualized, routinized, and relegated to secrecy. Natural reproductive functions are similarly distorted. Intercourse is taboo as a topic and scheduled as an act. Efforts are made to avoid pregnancy by the use of magical materials or by limiting intercourse to certain phases of the moon. Conception is actually very infrequent. When pregnant, women dress so as to hide their condition. Parturition takes place in secret, without friends or relatives to assist, and the majority of women do not nurse their infants.
Our review of the ritual life of the Nacirema has certainly shown them to be a magic-ridden people. It is hard to understand how they have managed to exist so long under the burdens which they have imposed upon themselves. But even such exotic customs as these take on real meaning when they are viewed with the insight provided by Malinowski when he wrote:
Looking from far and above, from our high places of safety in the developed civilization, it is easy to see all the crudity and irrelevance of magic. But without its power and guidance early man could not have mastered his practical difficulties as he has done, nor could man have advanced to the higher stages of civilization.
Image Credit: The image of the western hemisphere of the earth is part of the public domain.
Tags: anthropology, body rituals, cultural behaviors, cultural diversity, cultural perceptions, cultural respect, cultural rituals, ethnocentrism, Nacirema, Nacirema tribe, society, sociology
Have you read part one? Make sure to read Body Ritual Among the Nacirema first!
Nacirema is American spelled backwards.
The article about the Nacirema examines cultural behaviors, physical appearance and health. The reader soon discovers that Americans are the actual society being examined.
Who are the people and the objects in the article?
- Notgnishaw is [George] Washington spelled backwards.
- The medicine men are doctors.
- The ancient code/secret language is the doctor’s handwriting on prescriptions.
- The herbalist is the pharmacist.
- The font is the sink.
- The holy mouth men are the dentists.
- The small bundle of hog hairs and certain magical powders are the toothbrushes and toothpastes.
- The men scraping the surface of their face describes shaving.
- The women baking their heads in the small ovens describe the beauty salon hair dryers.
- The Latipsoh is hospital spelled backwards.
- The magic wand in the supplicant’s mouth describes a thermometer.
- The listener is a psychologist.
If we are to achieve a richer culture, rich in contrasting values, we must recognize the whole gamut of human potentialities, and so weave a less arbitrary social fabric, one in which each diverse human gift will find a fitting place. ~ Margaret Mead
We Americans have a tendency to judge something that is different as inferior. When we begin reading this article, the cultural behaviors seem very different, weird and ridiculous. We are “viewing” this society from an outsider’s point of view. Upon further reading, we begin to discover the familiarity of the rituals and behaviors. We begin to realize that the society being described is, indeed, the American society. Try re-reading the article and replacing Nacirema with American. Did your perception of this primitive, uncivilized, and backward society change? Perhaps it will become more apparent to you how other cultures may view the American culture. Perhaps it will shed light on our closed-minded perceptions and judgments of other cultures.
Let’s do away with ethnocentrism. We are all wearing specific lenses of our own individual cultures, so, how can we judge another’s culture by the standards of our own culture? All cultures should be viewed as equal and entitled to respect. All cultures should be valued and appreciated for their differences. We should rid ourselves of our arrogance and misinterpretation and make an effort to understand other cultures with an open mind.
Tags: disadvantaged children, do unto others, inspirational story, making a difference, popular story, special teacher, teacher compassion, teachers making a difference, teaching, touching tale
The following inspirational story emphasizes the power and lasting impact of good and effective teachers. It is a fictional story about a disadvantaged little boy and the impact that his fifth grade teacher had on his life.
Little Teddy Stoddard
There is a story many years ago of an elementary teacher. Her name was Mrs. Thompson. And as she stood in front of her 5th grade class on her very first day of school, she told the children a lie. Like most teachers, she looked at her students and said that she loved them all the same. But that was impossible, because there in the front row, slumped in his seat, was a little boy named Teddy Stoddard.
Mrs. Thompson had watched Teddy the year before and noticed that he didn’t play well with the other children, that his clothes were messy and that he constantly needed a bath. And Teddy could be unpleasant. It got to the point where Mrs. Thompson would actually take delight in marking his papers with a broad red pen, making bold X’s and then putting a big “F” at the top of his papers.
At the school where Mrs. Thompson taught, she was required to review each child’s past records and she put Teddy’s off until last. However, when she reviewed his file, she was in for a surprise. Teddy’s first grade teacher wrote, “Teddy is a bright child with a ready laugh. He does his work neatly and has good manners… he is a joy to be around.” His second grade teacher wrote, “Teddy is an excellent student, well liked by his classmates, but he is troubled because his mother has a terminal illness and life at home must be a struggle.” His third grade teacher wrote, “His mother’s death has been hard on him. He tries to do his best but his father doesn’t show much interest and his home life will soon affect him if some steps aren’t taken.” Teddy’s fourth grade teacher wrote, “Teddy is withdrawn and doesn’t show much interest in school. He doesn’t have many friends and sometimes sleeps in class.”
By now, Mrs. Thompson realized the problem and she was ashamed of herself. She felt even worse when her students brought her Christmas presents, wrapped in beautiful ribbons and bright paper, except for Teddy’s. His present was clumsily wrapped in the heavy, brown paper that he got from a grocery bag. Mrs. Thompson took pains to open it in the middle of the other presents. Some of the children started to laugh when she found a rhinestone bracelet with some of the stones missing, and a bottle that was one quarter full of perfume. But she stifled the children’s laughter when she exclaimed how pretty the bracelet was, putting it on, and dabbing some of the perfume on her wrist. Teddy Stoddard stayed after school that day just long enough to say, Mrs. Thompson, today you smelled just like my Mom used to.” After the children left she cried for at least an hour.
On that very day, she quit teaching reading, and writing, and arithmetic. Instead, she began to teach children. Mrs. Thompson paid particular attention to Teddy. As she worked with him, his mind seemed to come alive. The more she encouraged him, the faster he responded. By the end of the year, Teddy had become one of the smartest children in the class and, despite her lie that she would love all the children the same, Teddy became one her “teacher’s pets.”
A year later, she found a note under her door, from Teddy, telling her that she was still the best teacher he ever had in his whole life. Six years went by before she got another note from Teddy. He then wrote that he had finished high school, third in his class, and she was still the best teacher he ever had in his whole life. Four years after that, she got another letter, saying that while things had been tough at times, he’d stayed in school, had stuck with it, and would soon graduate from college with the highest of honors. He assured Mrs. Thompson that she was still the best and favorite teacher he ever had in his whole life. Then four more years passed and yet another letter came. This time he explained that after he got his bachelor’s degree, he decided to go a little further. The letter explained that she was still the best and favorite teacher he ever had. But now his name was a little longer-the letter was signed, Theodore F. Stoddard, M.D.
The story doesn’t end there. You see, there was yet another letter that spring. Teddy said he’d met this girl and was going to be married. He explained that his father had died a couple of years ago and he was wondering if Mrs. Thompson might agree to sit in the place at the wedding that was usually reserved for the mother of the groom. Of course, Mrs. Thompson did. And guess what? She wore that bracelet, the one with several rhinestones missing. And she made sure she was wearing the perfume that Teddy remembered his mother wearing on their last Christmas together. They hugged each other, and Dr. Stoddard whispered in Mrs. Thompson’s ear, “Thank you Mrs. Thompson for believing in me. Thank you so much for making me feel important and showing me that I could make a difference.” Mrs. Thompson, with tears in her eyes, whispered back. She said, “Teddy, you have it all wrong. You were the one who taught me that I could make a difference. I didn’t know how to teach until I met you.”
This is a fictional story by Elizabeth Silance Ballard. It was printed in 1974 in the HomeLife magazine, a Baptist family publication. The little boy’s name was Teddy Stallard in the original version.