use of multilingual broadcasting is another example that promotes interaction both within programming and by reaching audiences in different linguistic communities. In many cases, using punitive administrative or criminal measures to induce adherence to certain duties linked to integration – such as the obligation to learn and, in some cases use, the State language – can create resentment and may generate resistance, thereby undermining rather than promoting the integration of societies. Conversely, positive incentives tend to be more effective in mobilizing support and creating favourable conditions for integration. For example, as further specified below43, States may legitimately promote the State language of the country. However, this should happen through positive incentives (like promoting multilingualism, offering language classes, and so on) rather than through sanctions and should, in any case, respect the linguistic rights of persons belonging to minorities. Recognizing the positive value of ethnic, cultural and linguistic diversity goes hand in hand with promoting multilingualism for all. In this sense, also encouraging the majority to attain proficiency in minority languages can further contribute to the integration of society. Policies targeting both majorities and minorities 12. Targeted policies should be developed and implemented that address both minorities and majorities. This reflects the fact that integration of society is a process of mutual accommodation and active engagement involving all members of society as individuals or organized groups. Integration is a process involving all members of society, both majorities and minorities. As such, it is likely to lead to gradual adjustments of societal structures as a natural result of recognition, mutual accommodation and active engagement. Therefore, it should include specific policies44 aimed at achieving balanced interaction in society. Such policies should involve both majorities and minorities in a process of mutual adaptation. Examples of policies that target majorities include developing general-education curricula that include information about minorities and their contribution to the culture and history of the country. The media should be equally attentive to the contribution they can make by reflecting the ethnic, 43 44 22 Guideline 42. See part IV. Guidelines on Integration of Diverse Societies