sports

How Olympic athletes still inspire when the race is over

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Sugar Todd is a highly decorated speed skater who competed for the United States at the 2014 Olympics. Reaching these heights of athletic accomplishment can seem daunting, but Todd is demystifying her success by working with Classroom Champions, and helping 2nd-grade students see that it’s built on a foundation of character and hard work.

Todd was paired with the group of 2nd-graders in Racine, WI, through Classroom Champions. The 74 profiled the organization to learn more about its founder, their mission, and the work being done to help students across the country.

Steve Mesler, a former Olympic bobsledder who won gold at the 2010 Games, started Classroom Champions. He told The 74 that the original idea behind the nonprofit came from his own work with schools and Fortune 500 companies. The companies brought him in to talk about “overcoming failure, determination, goal-setting,” but in schools he mostly found himself addressing more basic topics like “healthy living.”

Mesler knew that he, and other elite athletes like him, had more to offer to students. These current and former athletes are clear manifestations of the results of dedication and perseverance, but they also have lessons to offer about sportsmanship and respect.

So, he founded Classroom Champions with the goal of connecting elite athletes and students in mentoring relationships. The organization would utilize new technology to facilitate large numbers of these interactions across the country and globe.

The athletes, like Todd, are matched with several different classrooms. According to The 74, they then “[M]ake monthly videos on topics like fair play, determination, and community that they share with the students. Once a week, teachers present lessons on these skills, and [teachers] incorporate social-emotional vocabulary words such as grit, perseverance, and determination throughout the school day.”

Todd’s students in Racine, and their classroom teacher, were particularly moved by her words following her failure to qualify for the Pyeongchang Games. As she said, “I was ready. I was capable. I was going to crush. But I didn’t. And the heartbreak that followed stunned me.” She was at the lowest point an athlete can be, but she still inspired the 2nd-graders by congratulating the skater who took her place on the Olympic Team.

She said of someone else living her dream: “I can celebrate that.” It is remarkable that Todd, who invested countless hours and boundless energy into a goal that eventually disappeared, still displayed kindness and sportsmanship in losing.

Classroom teacher Amy Simon even admitted that Todd’s lessons on perseverance had an impact on the challenges she faces as an educator.

This is a reminder that forming character traits like determination, grit, and good sportsmanship is the work of a lifetime. Having supportive adult role models—such as admired elite athletes—is important for children and adults alike.

“There is considerable evidence that strong social support contributes crucially to academic success in school, whether that support comes from parents and family, youth organizations, or religious communities,” write James Davison Hunter and Ryan S. Olson in the conclusion of The Content of Their Character, which contains the research findings of the School Cultures and Student Formation Project of the Institute for Advanced Studies in Culture.

Classroom Champions founder Steve Mesler said, “These kids identify with the athletes in such a powerful way, it changes the way they treat each other.” At the end of the day, that’s even more important than their improved perseverance and determination.

Check out how you can bring Classroom Champions to your classroom.

Small Town forms citizens . . . and Olympians

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Karen Crouse set out to research Norwich, VT, for a book about athletic development. She ended up writing about an extraordinary town, where the residents have deep and meaningful practices for forming their children.

Norwich is a town of about 3,000 that lies directly opposite the New Hampshire border in eastern Vermont. Crouse’s original fascination in the town developed due to the significant number of Olympic athletes it’s produced—11 in total and three who have come home with medals.

Unlikely as it was that there was “something in the water” of the Connecticut River that flows past the town, Crouse wanted to explore what it was in Norwich’s athletes that made them successful on one of sports’ grandest stages.

However, she didn’t discover state-of-the-art training facilities build by a local philanthropist, or parents who pegged their children into one sport from an early age and had them train as if they were 25. In her words: “I came to realize that Norwich’s secret to happiness and excellence can be traced to the way the town collectively raises its children. It is an approach that stresses participation over prowess, a generosity of spirit over a hoarding of resources and sportsmanship over one-upmanship.”

Some parents encourage participation in sports because they want their child to have a more rounded resume, or because one day they dream of their child being awarded an athletic scholarship. While these are commendable goals, Norwich parents would tell you that they miss the primary target of participation in sports. “Parents encourage their kids to simply enjoy themselves because they recognize that more than any trophy or record, the life skills sports develop and sharpen are the real payoff,” says Crouse.

She has found three themes that guide parenting in Norwich, and they could be adopted by anyone in any community—even if you don’t find yourself raising children in an idyllic New England town: “Treat Your Neighbor’s Child as Your Own . . . Frame Sports as Fun . . . [and] Let Kids Own Their Activities.”

There is a certain level of common sense at work in these tenets, but anyone familiar with the often hyper-competitive world of youth sports will see that they are also a valuable reminder of sport’s true essence. In working together to focus on fundamentals, Norwich parents have created an environment in which their children are likely to grow into their full potential.

“In Norwich it’s not that the parents don’t want their children to be successful. They definitely do. It’s just that they are encouraging them to cultivate skills that will serve them in the long run,” says Crouse. This investment pays dividends beyond athletic performance. When Norwich athletes end their careers, some return to volunteer with local children and help build excitement around future competitions.

Crouse is describing what James Davison Hunter and Ryan S. Olson call the “moral ecology” of a community in The Content of Their Character, a new book from the Institute for Advanced Studies in Culture. “When social institutions—whether the family, peer relationships, youth organizations, the internet, religious congregations, entertainment, or popular culture—cluster together, they form a larger ecosystem of powerful cultural influences. None of these is morally neutral. Indeed, all social institutions rest upon distinctive ideals, beliefs, obligations, prohibitions, and commitments—many implicit and some explicit—and these are rooted in, and reinforced by, well-established social practices. Taken together, these form a ‘moral ecology.’”

Norwich has a beautiful “moral ecology” that we can learn from and imitate.

Positive Coaching Alliance has resources for parents, coaches, athletes, and leaders that can help the community come together around using sports as a developmental opportunity.

Russian luger shares his sled with American

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Photo courtesy of Sandro Halank, Wikimedia Commons, CC-BY-SA 3.0

At their core, the Olympics are a testament to the competitive spirit. However, amidst all of the celebration surrounding individual and team triumphs currently underway in Pyeongchang, American luger Chris Mazdzer has revealed that generosity and friendship also have a role to play in the proceedings.

Following his weekend competition, Mazdzer told reporters that an unnamed Russian luger had shared his sled with him while training in Latvia before the Olympic games, reported The Washington Post.

Mazdzer credits the kind gesture as helping him snap out of a slump and become the first ever American medalist in men’s single luge. At the end of the Olympics opening weekend, he ended up on the podium in the silver-medal position.

Mazdzer’s slump came at the start of 2018, as he trained in Latvia and saw himself significantly dropping in the world rankings. Apparently other racers noticed what he was going through. Mazdzer was approached by the Russian luger, and through “some broken language of smiles and handshakes and high-fives,” the Russian convinced the American to take his sled.

“The Russian racer felt his own Olympic hopes were fading . . . but he wanted to help the American veteran do his best,” said The Washington Post. Mazdzer was unsure if he understood the generous offer from his Russian competitor: “It’s like, ‘This is your competitive advantage; this is everything. Are you sure? . . . [He’s] like, ‘Yeah, just do it.'”

Ultimately, Mazdzer welcomed the generosity of his Russian counterpart. Though he didn’t end up using the sled in competition, the event reminded Mazdzer that, “[W]e all look out for each other. We all want the best for each other . . . I think what it shows is that we do care about each other. There is a human connection that we have, that crosses countries, that cross cultures, and sport is an amazing way to accomplish that.”

Different sports have different cultures, but each culture leaves an indelible mark on the athletes who are formed in it. As Mazdzer said of his initial confusion at the offer, he didn’t think luge was a sport where head-to-head competitors would go to such lengths to help one another. He may have underestimated how the sport’s culture of competition had also bred an environment of care and respect.

Sport indeed is one important sphere of what James Davison Hunter and Ryan S. Olson call a “moral ecology” in The Content of Their Character, a new publication from the Institute for Advanced Studies in Culture. They explain that “all social institutions rest upon distinctive ideals, beliefs, obligations, prohibitions, and commitments—many implicit and some explicit—and these are rooted in, and reinforced by, well-established social practices.”

The practice of training side-by-side with Olympic competitors is formative. The generosity that Mazdzer’s Russian friend showed is formative. The culture of a training community shapes an athlete’s identity—whether in Little League or training for the Olympics.

The Positive Coaching Alliance has some good resources on how to incorporate character and identity formation into one’s work as a youth coach. And even if your athletes never compete in the Games, they can learn to have the character of an Olympian.

Super Bowl MVP Nick Foles talks character

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Nick Foles led the Philadelphia Eagles to their first Super Bowl victory this month after spending years as a backup quarterback, becoming one of the most unlikely Super Bowl MVPs in National Football League history.

Despite legendary Patriots quarterback Tom Brady’s 500-yard passing performance in Super Bowl LII, Foles’ steady play—and his own reception for a touchdown—helped guide the Eagles to a 41–33 victory on February 4. The next day, Foles’ comments to the press not only highlighted an important message for youngsters, but the reason he deserves to take home the NFL’s top honor.

NBC Sports Philly’s Reuben Frank posed the question: “You had kind of a unique journey (to get here.) What would you like people to take from your journey the last few years (and) be inspired by?” Foles, who spent the last six years in the NFL moving from the Eagles to the Rams to the Chiefs and back to the Eagles, didn’t hesitate.

“I think the big thing is don’t be afraid to fail,” Foles said, according to The News Tribune. “I think in our society today—Instagram and Twitter—it’s a highlight reel. It’s all good things. And then you look at it, you think, like, ‘Wow,’ when you have a rough day or your life’s not as good as that, you’re failing. Failure’s a part of life. That’s a part of building character and growing,” he said. “Like, without failure, who would you be? I wouldn’t be up here if I hadn’t fallen thousands of times, made mistakes. We’re all human. We all have weaknesses.”

Life’s struggles, Foles said, are an opportunity. “. . . I think throughout this, just being able to share that (failure) and be transparent, I know when I listen to people speak and they share their weaknesses, I’m listening, because (it) resonates,” he said. “So I’m not perfect. I’m not Superman. I might be in the NFL, and we might’ve just won the Super Bowl, but, hey, we still have daily struggles. I still have daily struggles. But that’s where my faith comes in. That’s where my family comes in. And I think when you look at a struggle in your life,” Foles said, “just know that that’s just an opportunity for your character to grow.”

Foles’ sage advice echoes the findings of a recent study in character formation in American high schools published in The Content of Their Character.

Editors James Davison Hunter and Ryan S. Olson, with the Institute of Advanced Studies in Culture, describe the faith and family context of Foley’s life—and the lives of students—as a moral ecology:

When social institutions—whether the family, peer relationships, youth organizations, the internet, religious congregations, entertainment, or popular culture—cluster together, they form a larger ecosystem of powerful cultural influences.

Hunter and Olson emphasize that “all social institutions rest upon distinctive ideals, beliefs, obligations, prohibitions, and commitments.”

The current generation of young NFL fans now have a new sports hero to celebrate, and his wisdom and humility are as worthy of admiration as his Super Bowl-winning performance.

CultureFeed contributor Jim Thompson founded the nonprofit Positive Coaching Alliance to cultivate honorable athletes like Foles. The Alliance offers a resource center to help coaches, parents, and school officials incorporate lessons on character to develop “Better Athletes, Better People” through youth and high school sports.

High school athlete powers through adversity, credits others

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Wayne High School senior Dalyn Hart relies on his Christian faith and personal drive to persevere through life’s challenges, and it hasn’t always been easy.

For most of his life, family circumstances have led Hart and his brother to live with their aunt, Susan Bennett. One of Hart’s biggest influences, his grandmother Beverly Davis, passed away last summer.

“My whole life, there’s never been a moment where I haven’t had to fight through adversity and something tough,” Hart told Fort Wayne, Indiana’s News-Sentinel. “I’m a strong believer in God and where there’s a will, there’s a way. My motto has always been if you can look up, you can get up. If you can’t walk, crawl. If you can’t run, walk. If God allows you to move your body, move it.”

It’s a mantra inspired in part by Wayne football coach Derick Moore’s philosophy of giving a 110% effort, and Hart is applying the concept to all aspects of his life.

“I was a huge knucklehead when I was first in high school,” he said. “I was into having fun and living the young life instead of thinking about things that were going to help me down the line. By my junior year, I really straightened up.”

Hart emerged as a star player during last year’s football season, won the regional wrestling title in the 195-pound weight class, and stood out as a key member of the school’s track and field team, despite injuries. Throughout the year, his grade point average steadily increased.

“He was a great leader for us,” Moore said. “He played hurt, he played through pain. He’s a three-sport athlete. If he’s not (Wayne High School’s) athlete of the year, I don’t know what we’re doing. A good kid.”

For the 2017–18 school year, Hart went 17-0 in the 220-pound division and earned a chance to compete for the IHSAA wrestling regional championship.

“His personal drive is probably the main force behind where he is now,” wrestling coach Lucas Fisher told the News-Sentinel. “He’s very goal oriented. When he gets something on his mind, that’s the way it’s going to be.”

One of Hart’s wrestling opponents recently learned that lesson the hard way when he found himself pinned to the mat in a mere six seconds.

“I don’t think I grasped what I did at the moment,” Hart said of the unbelievable feat. “It took a while for me to register that I pinned this person in six seconds. I knew I still had work to do. Who’s next?”

Hart said his focus is now on improving his academics to attend junior college and continue his football career.

“I would like to say I’m an intelligent kid, but I’m not a straight A-plus Harvard student,” he said. “I know that. I have to outwork that Harvard student, whatever it takes to go harder than him or her.”

And while Hart’s personal drive gets him to the weight room to start his days at 3:00 a.m., the senior contends that it’s God and the encouraging coaches at Wayne that deserve a lot of the credit.

“I’m thankful for every opportunity I’ve gotten, and whoever helped me to get there,” he said. “I’m thankful for my football coaches and wrestling coaches, the people at New Tech and I want to thank God. Without him, I’m nothing.”

Hart’s growth—from “knucklehead” to athlete-of-the-year prospect—resonates with research published by the Institute for Advanced Studies in Culture at the University of Virginia.

In The Content of Their Character, a summary of studies in character formation in a wide variety of American high schools, editors James Davison Hunter and Ryan S. Olson highlight the importance of what they call the “moral ecology” of a community:

When social institutions—whether the family, peer relationships, youth organizations, the internet, religious congregations, entertainment, or popular culture—cluster together, they form a larger ecosystem of powerful cultural influences.

Athletic coaches play a pivotal role in shaping school culture, and the Positive Coaching Alliance offers guidance on methods that will not only put points on the scoreboard, but also develop strong character in students that they can apply to all aspects of life.

Who we want to be is the key to how we will act

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With regard to developing people of character, I start from a simple premise: identity drives behavior.

My Stanford Business School professor, Jim March, stressed that the best way to get people to change their behavior is to get them to change their sense of who they are and want to be. Rewards and punishments have drawbacks—rewards are expensive, and punishments make people angry.

But identity is clean. Who we want to be is the key to how we will act.

I experienced this myself. From 1987 to 1998, I was Director of Stanford Business School’s Public Management Program. My goal was to inspire MBA students to make public service leadership part of their lives.

As I introduced incredible agents of social change to my MBA students—such as Ashoka’s Bill Drayton and John W. Gardner of Common Cause—I realized I wanted to be like them, which led me to embrace a new identity: social entrepreneur.

A conversation with Jim Collins (before he wrote Good to Great) planted the seed of a BIG idea in my mind—forming a social enterprise to transform youth sports so sports can transform youth.

Collins asserted that most new companies are started by individuals in an industry who see firsthand where possibilities lie. My coaching experience had alerted me to a huge opportunity: Youth sports’ endless procession of teachable moments makes it the ideal place to teach character. And our country desperately needs people of character.

But a win-at-all-costs mentality pollutes youth sports, making coaches and parents less than ideal role models for athletes. I wanted to change coach and parent behavior by harnessing the power of identity and creating a movement to use sports to develop Better Athletes, Better People.

Positive Coaching Alliance has developed an aspirational identity for youth athletes: the Triple-Impact Competitor,® who elevates self, teammates, and the game by the way he or she competes. Or, for short, an “Elevater”—a new word for a new identity. An Elevater is a person of strong character who looks to elevate every situation he or she is in.

A clear vision of the self I wanted to be had motivated me to take on the enormous challenge of layering a world-class character education on top of the vast infrastructure of youth sports with millions of athletes involved.

And, of course, it was hard. I spent a lot of time those early days lying on the couch in my Stanford office curled up in the fetal position, asking, “What have I gotten myself into?”

What kept me going during those dark moments was wanting to live up to my new identity and be the kind of person who could make it happen.

Basketball star learned generosity at home

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Charlotte Hornets forward Michael Kidd-Gilchrist (MKG) took 10 children to Dick’s Sporting Goods with the Partners for Parks afterschool program, each with a $100 gift card. That habit of generosity is one that he learned from his mother and one he practiced as a boy.

When MKG was a boy in New Jersey, he’d double-dip into his school lunch account to make sure a classmate got something to eat. He was taught empathy by his family and was reminded that there is always enough to share.

In the sporting goods store, MKG coaxed kids toward such necessities as shoes and clothes. If a child was attracted to an $80 pair of sneakers, he’d show them a $40 pair and asked if the difference was enough to spend most of the $100 on the more expensive pair.

MKG was formed by a strong family culture. As his mother, Cindy Richardson, told the Charlotte Observer, “That’s where it comes from: a family of service, of Christian and sympathetic people. He was raised that way, so I wouldn’t expect him to be any different.”

Richardson said she started her son doing community service when he was very young. “When he was 2, we would feed the homeless on Sunday. We adopted families for Thanksgiving and Christmas his whole life, so this is just an extension of his upbringing,” she said.

In The Tragedy of Moral Education, Institute for Advanced Studies in Culture founder James Davison Hunter contends that despite the decline of character, pockets of character-building practices survive. “This is not to say that we have seen the last of character, or the moral qualities of which it is made. It will be found, here and there, in pockets of social life—within families and communities that still, somehow, embody a moral vision.”

MKG’s family is one of those “pockets of social life . . . that still, somehow, embody a moral vision.” It leads to integrity: “That’s where I come from. That who I am as a person on the court and off the court,” says Kidd-Gilchrist.

Teachers looking to establish that kind of “pocket” of social life in their classroom or school can begin with a lesson like Make a Difference to One that teaches the basics of how to genuinely greet and welcome another person. Some years from now, those students may be able to say, “That’s where I come from.”

Winning isn’t everything for this sports nonprofit

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The Indianapolis Colts are sponsoring Indiana’s rollout of the InSideOut Initiative to transform the current “win-at-all-costs” sports culture in which value is defined by the scoreboard, into one that defines and promotes sports as a human growth experience.

“Sports engage more individuals, families, and communities in a shared experience than any other cultural activity, organization or religion,” wrote the Indianapolis Recorder.

“For sports to provide students with human growth opportunities and moral development, we must move beyond defining success by the scoreboard and create space in the culture for a higher purpose,” said Jody Redman, InSideOut Initiative co-founder and executive director. “The InSideOut Initiative provides a blueprint for systemic change—and guides communities into reframing the purpose of sports and building a system that focuses on the development of the educational, social, and emotional well-being of each student athlete.”

Bobby Cox, commissioner of the Indiana High School Athletic Association, said, “The InSideOut Initiative stands as a critical opportunity for Indiana high schools to reclaim the narrative about what high school sports and youth sports in general should really be all about. We are excited to continue to implement the InSideOut Initiative in Indiana and enhance the student athlete experience in the Hoosier state.”

Youth sports has evolved into an $8 billion industry that promotes early specialization, private one-on-one coaching, and significant financial and emotional investment by parents. Fewer than 3% of high school athletes, however, go on to play college sports, and fewer than 1% percent of those will play professionally.

Sports provide countless teachable moments and a strong system of authority. In part because of the nature of competition, sports provide a context in which young people can learn what is more important than winning.

Writing in 2000 in The Death of Character, Institute for Advanced Studies in Culture founder James Davison Hunter saw the cultural dynamics that the InSideOut Initiative is seeking to remedy. He writes: “When one couples the steady evacuation of a cultural habitus [i.e., shared assumptions taken for granted about the way the world is and ought to be] with the weakening of key socializing institutions, one has, in effect, undermined the social and cultural conditions necessary for the cultivation of good character.”

As InSideOut’s video states, “The problem with sports today is that we’ve placed the value in all the wrong places.” If you’re interested in bringing InSideOut to your school, check out their implementation pathway.

On this soccer team, soccer is the third priority

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Indy Millennium Soccer players know they are “sons first, students second, and then, players—in that order.” Those priorities have made them among the best in Indiana two years running, WTHR reports.

With club teams a growing business, some cities are pinning their hopes for economic growth on youth sports. But as the stakes go up, more and more young people from low-income families are excluded. “Players’ fees” of up to $6,000 per year are imposed, which doesn’t count the cost of uniforms, equipment, and travel. Private coaching can cost $100 an hour or more.

Indy Millennium is a soccer club that runs nine teams for players from ages 8 though 17 who get experienced coaches and play at an elite level. They don’t have to pay, but they are taught that assists in life are more important than assists on the field. Coaches emphasize character before they even start talking about soccer skills.

Along with being respectful of their families, teachers, coaches, and peers, players must maintain their grades and volunteer at least 10 hours per week to stay on the field. They also learn the importance of teamwork and that no player, no matter how skilled,  can do it alone.

Youth sports are an ideal place for character formation.

Matthew Braswell explains why it’s good to love football (or any sport) in The Hedgehog Review. Quoting Michael Serazino, he says, “. . . if you look hard at sports, you can’t help but see contours of religion.” Braswell continues: “He cited the early sociologist Émile Durkheim, for whom religion was of interest not so much as a body of scripture or doctrines but as a means of social solidarity and common purpose. When people come together to worship, whether the ostensible object of their worship is a religious totem or a battalion of athletes, they are affirming themselves as a community.”

The opportunity for youth sports is to cultivate a community ethos of “sons first, students second, and then, players—in that order.” When passionate athletes who want to win have a goal higher than winning, the common purpose truly serves the community.

Westfield, Indiana has a tremendous asset in the Millennium Soccer program. The Positive Coaching Alliance offers resources for parents, administrators, coaches, and athletes—including former UCLA coach John Wooden’s Pyramid of Success.

NHL: The Skills Center keeping kids out of the penalty box

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The National Hockey League recently awarded a Tampa Bay sports-based youth development center with a check for $5,000 to help promote academics and character formation through athletics.

The NHL partnered with the Tampa Bay Lightning hockey team to invest in The Skills Center, a local youth organization with a mission to “intentionally utilize athletics as a mechanism to create change through academic success, life skills, and mentoring for young people ages 3-18 in Tampa Bay,” according to NHL.com.

“We’d like to thank the National Hockey League for awarding The Skills Center with a Diversity and Inclusion Grant today,” said Lightning’s vice president of community hockey development, Jay Feaster. “The additional funds will allow for these kids to experience the great game of hockey, while also making it possible for the facility to implement the Future Goals-Hockey Scholar program. We look forward to using hockey to aid in the development of the children at The Skills Center.”

The NHL grant is focused on using street hockey to engage elementary and middle school students in the “Future Goals-Hockey Scholar” character education program. The Skills Center will use the money to buy bumper divider pads to convert its outdoor basketball courts into a street hockey rink, and for iPads for the after-school program.

The Tampa Bay Lightning invited about 50 students from The Skills Center to a check presentation ceremony at Centennial Fan Arena in early December. The Skills Center executive director Celeste Roberts accepted the check at the event, which also featured a tutorial of the Future Goals-Hockey Scholar program and free t-shirts for students.

“The Skills Center provides school-based and community-based programs that motivate youth to learn, change behavior and succeed in school,” NHL.com reports. “Focusing on developing core competencies through academic instruction and character education, the organization’s prevention services promote positive youth development to all youth, especially at-risk and disadvantaged elementary, middle, and high school students through school day, after school and summer programs; leagues, travel teams, and camps/clinics.”

The NHL’s investment is a good thing, because when athletic and other organizations invest in supportive networks, they strengthen the community that forms character in children.

James Davison Hunter, founder of the Institute for Advanced Studies in Culture at the University of Virginia, points out in his book The Tragedy of Moral Education:

Moral education can work where the community, and schools and other institutions within it, share a moral culture that is integrated and mutually reinforcing . . .

The Skills Center is obviously one of many institutions supporting families and schools in forming good character in students.

The Skills Center website offers ways parents and others can volunteer to contribute to its mission of teaching values and life skills through sports. It also offers a wide variety of resources for students and parents, from academic mentoring and leadership opportunities to elite training camps and sports leagues.

“Our philosophy is every kid is capable of learning in the right environment, with caring adults and an intentional focus,” according to the site. “We give our youth an environment that brings out the best in them and give us the opportunity to coach them for life.”

©2017 Advanced Studies in Culture

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