Fact of Blackness by Frantz Fanon :: personal response essay

â€Å"The Fact of Blackness† by Frantz Fanon   Ã‚  Ã‚  Ã‚  Ã‚  This article was an eye opener. After Fanon got away from the huge mind boggling words, I kind of felt for an extremely short second what it actually felt to be a black man. I myself am a unique mixture of races and I was fortunate to have grown up in such a way that I experienced my two main cultures vividly. I can laugh with George Lopez, and feel the pain, anguish, and laughter that are associated with a Mexican American heritage. The same goes for Larry the Cable Guy, I can laugh at what he says in his stand comedy routine, because I can relate with my Anglo culture. Going back to how Fanon explains his anguish of being labeled, it’s understandable, I’ve been there, but unlike Fanon, I learned to how to run with racial comments. However, I’m not black and cannot relate to his culture, or how bad for his time it must have been for an average black male.   Ã‚  Ã‚  Ã‚  Ã‚  I start with saying blah. I cannot in my mind imagine what it was for Fanon growing up, but he never embraces love for who his is. The racial slurs and dehumanization is in my opinion not reason enough to write hatred for what you are born into. Not once does he state philosophy on why it’s ok to be what he is. Instead he places himself into an â€Å"infernal circle† that he is embraced by white people in spite that he is black, but when he has an enemy they claim that it is so not because he is a black man.   Ã‚  Ã‚  Ã‚  Ã‚  My own experiences tell me that every bit of what he says is true. I work at an inner city Walgreen’s, and I’m told to watch certain people because they look suspicious, when in fact the only crime they commit is being a minority. I’m sometimes told to not spend too much time on a Mexican customer, because they don’t contribute enough money to our store, and to focus on our money crazed white customers, who never get questioned opening up products. I used to get stopped In Walgreen’s when I was a freshman in High School. I had to leave my back pack at the door and only one of my companions could come with me at a time. However, I would see plain as day, white students walking in the store at leisure with their book bags on.

One Flew over the Cuckoo’s Nest Final Scene Essay

In the final scene of One Flew Over the Cuckoo’s Nest, Chief Bromden is the main character. The only two characters in this scene are Bromden and McMurphy, and even though McMurphy would be considered the main character of the entire film, Bromden is the main character of this scene because he has the strongest desire. In fact, in this one scene, Bromden has many desires that to him, are life or death. Initially, after hearing rumours of McMurphy’s escape, when McMurphy returns to his bed, Bromden thinks that he has returned in order to escape with him. At this point, Bromden’s desire is simply to escape the ward. He then realizes that McMurphy has not returned to escape, but that he has actually been lobotomized. When he sees this, he smothers McMurphy to death, knowing that McMurphy would not want to live like this, or have the others see him in this state. At this point in the scene, Bromden’s desire is to protect McMurphy’s pride. Once he fulfills this, he returns to his initial desire, as well as what used to be McMurphy’s desire to escape. He achieves this by using McMurphy’s escape plan; lifting the impossibly heavy hydrotherapy console and throwing it through the window. In doing this, Bromden not only achieves his own desire, but also completes the goal that McMurphy was unable to complete. Throughout the movie, Chief Bromden’s status quo is that he is inactive and lacks opinions and feelings. All of the other patients at the hospital think he is â€Å"deaf and dumb†. McMurphy is the only one to later discover that Bromden is neither deaf, nor mute. Before the tension in the final scene takes place, Bromden seems too passive and nonchalant to escape on his own, and he definitely seems much too harmless to murder anyone. In this scene, Bromden is forced to change when he sees that McMurphy has been lobotomized. His respect for McMurphy, and despair that he has been lobotomized and is no longer the powerful leader he used to be initiates the change in Bromden. Wanting McMurphy to die with honour, and having others remember him the way he was, Bromden finds the power to smother McMurphy to death. After McMurphy is dead, Bromden still has the initial desire of escaping. Before, he had been waiting for McMurphy to escape with him, because McMurphy was more intrepid and gallant than Bromden, and would be able to lead him. Now that McMurphy is unable to escape with him, Bromden is forced to find the courage to escape on his own. In this scene, the stakes are very high for Bromden. If he does not escape, he will have to live miserably in the mental institution for the rest of his life. The stakes are raised when he discovers that McMurphy has been lobotomized. Now, he takes on the responsibility to do what he knew McMurphy would want him to do- not allow him to live and be seen as a lobotomized vegetable. If Bromden does not succeed in killing McMurphy, Bromden will feel like he has let down and humiliated McMurphy. Once Bromden has smothered McMurphy, the stakes are once again raised as now not only does he have to escape because he doesn’t want to live in the hospital for the rest of his life, but he also has to leave because he has just murdered McMurphy, even though he did so out of respect. If he does not escape right away, he most likely will get in trouble for the murder of McMurphy (and probably get lobotomized himself) , he will have to spend his life in the miserable existence of the institution, and he will not have fulfilled McMurphy’s and his own desire to escape. The main conflict that takes place in this scene is the fact that Bromden has such a strong desire to escape with McMurphy, but when McMurphy is no longer able to escape, it becomes much more difficult to Bromden. The audience fears that upon discovering that McMurphy has been lobotomized, he will not be assertive enough to escape on his own. Until it is confirmed that McMurphy has been lobotomized, the audi ence hopes that the two of them will successfully escape together, but when it becomes clear that this will not happen, the audience wonders how Bromden will deal with this. He resolves the conflict by finding the courage to escape on his own. Another conflict in this scene is the fact that McMurphy, who is the most outspoken and powerful patient in the ward has been lobotomized. The fact that he basically no longer has a mind of his own not only gets in the way of Bromden’s desire, but will also destroy any optimism and faith that any of the other patients have. This is also a conflict for Bromden because he knows that McMurphy would be miserable if the old him were to see the lobotomized him, and Bromden does not want McMurphy to be shamed. Bromden deals with this conflict by killing McMurphy, that way none of the other patients will see him in this state, and McMurphy will not have to live this way for any longer. The main twist in this scene comes when McMurphy returns. Bromden is relieved because he thinks that McMurphy has returned to escape with him, but instead he has been lobotomized and no longer has any desire to escape. This comes as a shock to both Bromden, because it is the opposite of what he has expected, and also to the audience, because seeing McMurphy in the state of being lobotomized completely contrasts the character of McMurphy that the audience has come to know. The technique of juxtaposition makes this twist extremely effective. McMurphy is a character who is always active, energetic, powerful, and lively. He prides himself on his non-alignment, so the audience knows that to McMurphy, receiving a lobotomy is the worst thing that could possibly happen to him. Another technique used to make this twist so powerful is the uncertainty of both Bromden and the audience. First, when the other patients talk about how McMurphy has escaped, both Bromden and the audience believe that this plausibly occurred. When McMurphy is seen returning, acting lifeless, by now we know how manipulative and calculating McMurphy is, so the audience is unsure of whether McMurphy has actually been lobotomized, or if he is just pretending to be obedient so he can return, and then escape. We do not know for sure that McMurphy has actually been lobotomized until Bromden discovers the scars on his head. This provides a real shock because up until now, both Bromden and the audience was pretty sure that McMurphy was just faking it and the two of them would end up escaping together. A secondary twist in this scene is when Bromden suffocates McMurphy. Although Bromden did this with the best intention for McMurphy, it is still surprising to the audience, because no one could’ve pictured Bromden killing anyone, especially McMurphy who he has so much respect for. As mentioned above, Bromden has many strong desires throughout this scene. His main desire is to escape the ward. His secondary desire is to make sure that McMurphy dies with honour and does not have to live being the opposite of the lively, outspoken person he once was. He fulfills both of these desires, and even though he is unable to escape with McMurphy, which was his original intention, he still is able to escape on his own, and free himself from the mental institution. McMurphy, on the other hand, does not have much desire in this scene. Throughout the film, McMurphy has more desire than any other character; he wants to be in charge, he doesn’t want to do work, he wants to help and lead the other patients in the ward, he is a hedonist, who wants to please himself, and ultimately, his main desire is to escape. Despite all of this, by the last scene, he has been lobotomized, and therefore all of his desire has been drained. He is now a vegetable, who is unable to and has no will to escape with Bromden. His lack of desire makes Bromden’s desire even stronger, because McMurphy was the most passionate patient of them all, but now he is basically brain dead. This ignites Bromden’s desire to put an end to McMurphy’s now meaningless life, and it further motivates his desire to escape the hospital, because he sees how it is able to drain even the most passionate and spirited person.

The History of the Freedom Riders Movement

In 1961, men and women from throughout the nation arrived in Washington, D.C., to end Jim Crow laws  on interstate travel by embarking on what were called â€Å"Freedom Rides.† On such rides, racially mixed activists traveled together throughout the Deep South—ignoring signs marked â€Å"For Whites† and â€Å"For Colored† in buses and bus terminals. The riders endured beatings and arson attempts from white supremacist mobs, but their struggles paid off when segregationist policies on interstate bus and rail lines were struck down. Despite these achievements, the Freedom Riders aren’t the household names like Rosa Parks and Martin Luther King Jr., but they are civil rights heroes nonetheless. Both Parks and King would be heralded as heroes for their roles in ending segregated bus seating  in Montgomery, Ala.   How They Started In the 1960 case Boynton v. Virginia, the U.S. Supreme Court declared segregation in interstate bus and rail stations unconstitutional. Yet segregation on interstate bus and rail lines in the South persisted. The Congress of Racial Equality (CORE), a civil rights group, sent seven blacks and six whites on two public buses headed for the South on May 4, 1961. The goal: to test the Supreme Court ruling on segregated interstate travel in the former Confederate states. For two weeks, the activists planned to flout Jim Crow laws by sitting on the front of buses and in â€Å"whites only† waiting rooms in bus terminals. â€Å"Boarding that Greyhound bus to travel to the Deep South, I felt good. I felt happy,† Rep. John Lewis recalled during a May 2011  appearance on The Oprah Winfrey Show. Then a seminary student, Lewis would go on to become a U.S. congressman from Georgia. During the first few days of their trip, the mixed-race group of activists traveled largely without incident. They didn’t have security and didn’t need it—yet. But on May 12, Lewis, another black Freedom Rider and a white Freedom Rider named Albert Bigelow, were beaten when they tried to enter a whites-only waiting area Rock Hill, South Carolina. After arriving in Atlanta on May 13, they attended a reception hosted by the Rev. Martin Luther King Jr. But the celebration took on a decidedly ominous tone when King alerted them that the Ku Klux Klan was organizing against them in Alabama. Despite King’s warning, the Freedom Riders did not change their course. As expected, when they reached Alabama, their journey took a turn for the worse. A Perilous Journey On the outskirts of Anniston, Alabama, members of a white supremacist mob showed just what they thought about the Freedom Riders by bashing in their bus and slashing its tires. To boot, the Alabama Klansmen set the bus on fire and blocked the exits to trap the Freedom Riders inside. It wasn’t until the bus’ fuel tank exploded that the mob dispersed and the Freedom Riders were able to escape. After a similar mob attacked the Freedom Riders in Birmingham, the U.S. Justice Department stepped in and evacuated the activists to their destination of New Orleans, averting more potential injury. The Second Wave Due to the amount of violence inflicted on Freedom Riders, the leaders of CORE were faced either with abandoning the Freedom Rides or continuing to send activists into harm’s way. Ultimately, CORE officials decided to send more volunteers on the rides. Diane Nash, an activist who helped to organize Freedom Rides, explained  to Oprah Winfrey: â€Å"It was clear to me that if we allowed the Freedom Ride to stop at that point, just after so much violence had been inflicted, the message would have been sent that all you have to do to stop a nonviolent campaign is inflict massive violence.† On the second wave of rides, activists journeyed from Birmingham to Montgomery, Alabama in relative peace. Once the activists reached Montgomery, though, a mob of more than 1,000 attacked them. Later, in Mississippi, Freedom Riders were arrested for entering a whites-only waiting room in a Jackson bus terminal. For this act of defiance, authorities arrested the Freedom Riders, housing them in one of Mississippi’s most notorious correctional facilities—Parchman State Prison Farm. â€Å"The reputation of Parchman is that it’s a place that a lot of people get sent ... and don’t come back,† former Freedom Rider Carol Ruth told Winfrey. During the summer of 1961, 300 Freedom Riders were imprisoned there. Inspiration Then and Now The struggles of the Freedom Riders garnered nationwide publicity. Rather than intimidate other activists, however, the brutality the riders encountered inspired others to take up the cause. Before long, dozens of Americans were volunteering to travel on Freedom Rides. In the end, an estimated 436 people took such rides. The efforts of the Freedom Riders were finally rewarded when the Interstate Commerce Commission decided on Sept. 22, 1961, to ban segregation in interstate travel. Today, the contributions the Freedom Riders made to civil rights are the subject of a PBS documentary called Freedom Riders. In 2011, 40 students commemorated the Freedom Rides of 50 years before by boarding buses that retraced the journey of the first set of Freedom Riders.

The philosophy of probation has changed over the past...

The philosophy of probation has changed over the past several years. Originally, probation officers were considered social worker, able to focus on the individual offender, rather than statutory schemes of the legal system. This ideology aligned with the indeterminate sentencing structure that acknowledged individualization of the offender. However, today probation officers have been coined â€Å"the guardian of the guidelines† (Bunzel, 1995, para 2). Under this new philosophy, probation is a facilitator of the net-widening scheme that addresses governments’ main concerns of correctional facility overcrowding and high expenditures. The offender and the utilitarian motive fall second to the goals of net widening scheme. This has made the†¦show more content†¦However, with crime rates increasing aligning with the Martinson’s â€Å"nothing works doctrine,† the ideas of forced rehabilitation, and noted sentencing disparity created the judicial f orm of sentencing. The public’s trust was lost in the justice system. New sentencing practices were urged. This marked the birth of determinate sentences. The legislative form of sentencing removed judges discretions over offenders individualized needs and created a uniformed approach to crime. The use of presumptive sentences and mandatory sentences that set a â€Å"fixed† term of incarceration or punishment replaced the use of indeterminate sentencing practices. The certainty of punishment was to work to deter and prevent crime. With the increase of drug crimes and drug use during the 1980s, sentencing policies enacted harsher penalties for crime, especially drug related offenses and crimes. If certainty of punishment did not deter crime, then severity of punish would at least work to control crime. â€Å"Nearly every state and the federal government enacted much harsher mandatory minimum sentence laws in the 1980s for drug, violent, and sexual offences a nd for chronic or career offender† (Tonry, 2013, p 468). The war on drugs quickly became a war against criminals. Correctional facilities populace and expenditures reach tipping points, opening correctional facilities up to expensive, lengthy ligation process, and operational consequencesShow MoreRelatedEssay on History of Corrections1749 Words   |  7 Pageswas back in 1682; the â€Å"Great Law† was based on humane principals and also focused on hard labor as a punishment. The corrections system really began to take hold in North America in the late 1700’s with the idea’s and philosophy of Beccaria, Bentham, and Howard. 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Mozart s Mozart, One Of Europe s Leading Musical Teachers

Mozart was born in Salzburg in modern-day Austria, but at the time was the capital of a small independent Archbishopric within the Holy Roman Empire. He was baptized on the day after his birth at St. Rupert s Cathedral as Johannes Chrysostomus Wolfgangus Theophilus Mozart. Mozart s name changed considerably during his lifetime. Mozart s musical ability started to become apparent when he was a toddler. Mozart was a musician that was skilled of playing several instruments who started playing in public at a young age. He was the son of Leopold Mozart Anna Maria Mozart, one of Europe s leading musical teachers, who influential textbook Versuch einer grà ¼ndlichen Violinschule that was published in 1756, the same year as Mozart s birth. Mozart received intensive musical training from his father, including instruction in both the piano and violin in his early age. At a young age he mastered keyboard and violin and amused social leaders including royalty throughout Europe. He was married and had six children but only two survived infancy. He was brought up in a roman catholic and remained there throughout his life. His greatest works religious in nature like: â€Å"Ave Verum Corpus†. Mozart was very productive until his time of death at the age of 35. Mozart became ill and his death was very difficult topics by the Roman legends. His final year indicated that he was in good cheer and his death was a shock to his family and friends. Teaching held the potential for a well-paidShow MoreRelated Mozart Essay examples2056 Words   |  9 Pageswell as vocal religious music also appeared during this time†(Ferris, 231). One of the best composer of this time was Wolfgang Amadeus Mozart. In this paper I will go through his childhood, his friends and family, and of course his music. Enjoy!!! Child of the Enlightenment The world that Wolfgang Amadeus Mozart entered ceremoniously in 1756 was brimming in change. Historians refer to this era as the Age of Enlightenment, one of unparalleled scientific, philosophical, and political ferment. Within Mozart’sRead MoreKey Signature and Beethoven9252 Words   |  38 PagesOutline Title: Life and Works of Ludwig van Beethoven and His Achievements Thesis Statement: Beethoven is one of the greatest composer in the history of music. He played a big role in the world of music. He was the one who initiated among his co-composers the freedom to express themselves. Some of his masterpieces were Eroica Pastorale, Fideleo and the religious composition entitled Missa Solemnis. I. Introduction II. The Man and His Music A.Read MoreHumanities11870 Words   |  48 Pageslook at more good art. In particular by familiarizing oneself with works of master artists. Over time, you will be able to assess for yourself what is good art and what is bad. It is also a good idea to receive formal instruction from a trained art teacher to cut short the learning curve. Ultimately, the key is to build a database of artistic knowledge and awareness for personal understanding. SOURCE: Basa, R., and Garcia F. (2008). Basic Elements of Humanities. Censen Books and Research CenterRead MoreThe Ballad of the Sad Cafe46714 Words   |  187 PagesThe Ballad of the Sad Cafà © and Other Stories by Carson McCullers Back Cover: When she was only twenty-three her first novel, The Heart Is A Lonely Hunter, created a literary sensation. She is very special, one of America s superlative writers who conjures up a vision of existence as terrible as it is real, who takes us on shattering voyages into the depths of the spiritual isolation that underlies the human condition. A grotesque human triangle in a primitive Southern town. . . A youngRead MoreManagement Challenges for the 21st Century.Pdf60639 Words   |  243 Pageslife-and-death issues that are certain to be the major challenges of tomorrow. CERTAIN? Yes. For this is not a book of PREDICTIONS, not a book about the FUTURE. The challenges and issues discussed in it are already with us in every one of the developed countries and in most of the emerging ones (e.g., Korea or Turkey). They can already be identified, discussed, analyzed and prescribed for. Some people, someplace, are already working on them. But so far very few organizations do, and very few executives. ThoseRead MorePropaganda by Edward L Bernays34079 Words   |  137 Pagesin many cases, unaware of the identity of their fellow members in the inner cabinet. They govern us by their qualities of natural leadership, their ability to supply needed ideas and by their key position in the social structure. Whatever attitude one chooses t o take toward this condition, it remains a fact that in almost every act of our daily lives, whether in the sphere of politics or business, in our social conduct or our ethical thinking, we are 9 Propaganda dominated by the relatively

Rivers in Nepal Free Essays

Nepal is rich in water resource. There are many small and big rivers. These are the natural gifts for Nepal. We will write a custom essay sample on Rivers in Nepal or any similar topic only for you Order Now It is proved by the fact that Nepal is the second richest country in the world after Brazil in water resource. Most rivers in Nepal originate from the snow clad mountains. Among these rivers in Nepal Koshi, Gandaki, Narayani and Karnali are some of the biggest rivers which flow from the Himalayas all through the year. Koshi is considered as the largest and Karnali is considered as the longest rivers in Nepal. Similarly, there are other rivers such as Bagmati, Bheri, Rapti, Kamala, Seti, Marshyangdi, etc. And many zones of Nepal are named after these rivers. Rivers are known as the white gold in Nepal. Rivers have been used to generate hydroelectricity. For example, Sunkoshi, Marshyangdi and Trishuli are some of the leading hydroelectricity projects in Nepal. Since Nepal is an agricultural country, the multi purpose river projects have eased the farmers in the terai and some hilly regions in irrigation and having multiple farming. Besides, these projects also have helped in the supply of drinking water in many parts of Nepal. Some of the big rivers like Narayani and Kali Gandaki have also provided a good navigation service to facilitate the villagers and the tourists. Another important use of rivers in Nepal is the most famous rafting sport. Mostly Bhote Koshi, Karnali and Trishuli are well known for rafting. They are helping Nepal to earn a substantial foreign currency which adds to the lion’s share of the national economy. It is therefore essential for Nepal to value and exploit the potential of these rivers in a sustainable manner. There is no denying the fact that Nepal can sell its electricity to its gigantic neighbours–India and China thereby adding a huge foreign currency into the pocket of its budget. The future of Nepal can be brightened if water resource is utilized well. Suggestions: In this question, our topic has two major words at the focus. They are Rivers and Nepal; therefore we have to show the relationship in between them. Understand the topic well first. On many occasions, students deal with only one part of the topic which makes them deviate from the content thereby resulting in poor performance in tests and exams. Pay more attention on writing the introducing and the concluding paragraphs. Make these two paragraphs short and specific. Do not end your essay with any negative aspect of the topic. Always end with a positive note and emphasis. Use connectives wherever necessary, but do not overuse them. Use them most importantly for connecting one paragraph with the other. How to cite Rivers in Nepal, Papers

Equality Diversity Inclusion free essay sample

Diversity Diversity means to have a variety of people from all minority groups represented in the community or setting. It is understanding and valuing the differences between the individuals and groups in the community and respecting their needs. Therefore, diversity is the ability to recognize how to relate to those who are different groups from our own. These include race, class, gender, physical abilities, and sex orientation in addition to religion, educational background, geographical location, family income, and parent status (Ladson-Billing, 2001; LAS definition of diversity, 2004). Inclusion Inclusion is being a part of what everyone is, being welcomed and embraced as a member who belongs. In other words, to make others feel included. Inclusion is supporting and educating children with learning difficulties and disabilities in classrooms with children without these problems. It allows students with learning difficulties and disabilities to be educated in age-appropriate classes in their home schools along with their friends and neighbours. Whilst receiving specially designed instruction and support through individual education programs (IEPs) within the context of the core curriculum and general class activities. Inclusion is an effort to make sure they achieve high standards and succeed as learners. Inclusion gives the child or young person * an equal chance to learn and develop * participate equally in activities * the opportunity to communicate in their preferred format * the right to have their individual needs known and met * the feeling of safety and valued as an individual strength and confidence about their identity. 1. 2 Describe the potential effects of discrimination. What is discrimination? When a person is treated less well, in comparison with someone else, because of his or her racial or ethnic origin, religion or belief, disability, age, sexual orientation, , gender, educational background, geographical location, family income, and parent status. Discrimination can also be based on simple hatred either b ecause of personal experience or simple stereotyping. Direct discrimination is where you are treated less favourably because of your disability than someone without a disability would be treated in the same circumstances. Indirect discrimination is where there is a rule, policy or practice which seems to apply equally to everyone, but which actually puts disabled people at an unfair disadvantage compared with people who arent disabled. Effects of discrimination: Discrimination can affect the individual, their family, the perpetrators and the whole class or school or community. The Individual: A child or young person when treated with discrimination in a educational or community setting faces many emotional and social difficulties in life. For example: Anti-social behaviour or violence towards others or themselves. Low self-esteem so this can result in withdrawal from activities. Lack of confidence and lack of interest to avoid feeling embarrassed or discriminated against. Feeling neglected and scared thus not socialising and avoiding friendship and relationships. Losing their identity and feeling inferior to their friends or class mates. Bullying either they can be a victim or can do it to others to make them feel better. Racial remarks, slurs, being called insulting names and being the target of hurtful jokes can scar the child or young person and can cause all of the above. These outcomes from discrimination might have long term effects on the child’s social, emotional and educational growth. The Family: Discrimination can affect the family socially, emotionally and financially if they are not supported by the school or setting the child is in. Emotionally and socially parents become defensive against any negative reaction to their child and are over protective. This can result in them feeling isolated, alone and paranoid whenever they take their child into the public eye. Often parents become suspicious of anyone who asks any questions about their children. Financially they might not know what benefits they are entitled to so will not enquire. The Settings: Discrimination can make an educational or any setting a difficult place for the child or young person to live in. All settings must have policies in place to deal with all forms of discrimination. The school or setting must make the child and family who are the victims feel supported at all times. They should act quickly and professionally and deal with discrimination as per government guidelines. The Perpetrators: The effects on the perpetrators can be both positive and negative depending on the reason they discriminated. Mostly people discriminate because they don’t understand why that child or young person is different and can’t deal with the difference. If the perpetrator is a child or young person then they could be dealt with through the settings procedures e. . spoken to by a grown up, parents informed, detention, suspension or even exclusion depending on the level of discrimination. This could affect the emotional and social behavior and either make them have a positive or negative attitude towards the victim. 1. 3 Explain how inclusive practice promotes equality and supports diversity. Inclusive practice is allowing children or young people with learning difficulties or a disability to be a part of a setting which has children with no disabilities or difficulties. Equality Inclusion is important because it promotes equality and high achievement for all children, young people, families and the community. This is achieved: * By encouraging the development of more flexible attitudes, policies and everyday practices. * Talking and educating children, young people, their families and the community about all the other cultures around. Diversity The attitudes of young children towards diversity are affected by the behaviour of adults around and children and families using the setting but inclusion policies and practices allow them to be valued and welcomed. Inclusion helps to change attitudes and behaviour towards the diverse group of people in the community. * Inclusive settings support diversity by uniting, educating and allowing the community to integrate with each other so groups understand and respect individual needs be it religious, cultural, physical, mental etc. * Helping the children to see the differences in a positive way as interesting and enriching to all our lives, through play, educational visits and celebrating different festivals. It is very important to have inclusive practice in all children and young people’s settings.