19. Determine. In small groups, choose one develop- mental domain to create a checklist for. Determine
what milestones or activities signify growth in
this developmental domain. Afterward, compare
checklists with groups who studied other domains.
How do the checklists differ? Would the checklists
complement each other in a classroom?

Identify the example of when situation and time are key to assessing risk of harm in a research study: a study on the efficacy of a behavioral intervention for smoking cessation involves both adults and teenagersasking women if they have had an abortionresearch on the prevalence of hiv-infected individuals in communitiesa survey about sexually transmitted diseases