# FILE NAME: 00002166.soc
# TITLE: Should children be taught to take care of the elderly? [e4861cf6432f4b5f1e21dc06011e5c00]
# DESCRIPTION: 
# DATA TYPE: soc
# MODIFICATION TYPE: original
# RELATES TO: 
# RELATED FILES: 
# PUBLICATION DATE: 2025-10-12
# MODIFICATION DATE: 2025-10-12
# NUMBER ALTERNATIVES: 4
# NUMBER VOTERS: 5
# NUMBER UNIQUE ORDERS: 5
# ALTERNATIVE NAME 1: Statement 1 - Children should be taught how to care for others. They should be taught to treat all people with respect no matter what their age. They should not be forced to take care of elderly people, but should be encouraged to visit their relatives and treat them with respect. If they then decide that they would like to make it their profession, they should be encouraged to do so, provided it is what they really want to do. If everyone in society was kind and respected others, elderly people would not feel as lonely and isolated as they sometimes do.
# ALTERNATIVE NAME 2: Statement 2 - Children should be taught how to care for others and treat them with respect. This is to help develop a more caring culture, which should be one of society's highest priorities. Children should not be forced to care for the elderly. It is also important to allow the elderly to be as independent as possible.
# ALTERNATIVE NAME 3: Statement 3 - Children should be taught to respect and care for others, and should be encouraged to do so whenever possible. Children should also be taught how to allow the elderly to be as independent as possible. This is to help develop a more caring culture, which should be one of society's highest priorities.
# ALTERNATIVE NAME 4: Statement 4 - Children should be taught how to be caring and respect others. This is to help develop a more caring culture, and to treat the elderly with respect and allow them to be as independent as possible. Different regions of the world can affect different people’s actions, thoughts and lifestyles. Here, the participants were asked to give their opinion on an issue that seemed very controversial in their part of the world. Participants were then able to critique the view of others and come to a consensus view.
1: 4,3,2,1
1: 2,3,1,4
1: 3,1,2,4
1: 3,4,1,2
1: 2,1,3,4