BACKGROUND: This is the first peer-reviewed study to quantify diaper need, propose a method to measure diaper need, and explore psychosocial variables associated with diaper need in a large sample of urban, low-income families. METHODS: Data were derived from a cross-sectional study in 877 pregnant and parenting women. Mothers completed surveys on topics related to mental health, basic needs, and health care use. Logistic regression was used to estimate the relationship between diaper need and psychosocial correlates. RESULTS: Almost 30% of mothers reported diaper need. Hispanic women were significantly more likely to report diaper need than African American women (odds ratio [OR]: 1.96; 95% confidence interval [CI]: 1.51–3.33), and women ≥45 years of age were significantly more likely than women between the ages of 20 and 44 years to report diaper need (OR: 2.53; 95% CI: 1.21–5.28). Women who reported mental health need were significantly more likely than women who did not report mental health need to report diaper need (OR: 1.89; 95% CI: 1.16–3.09). CONCLUSIONS: Although a majority of studies have examined family socioeconomic status as income and educational and employment status, emerging research suggests that indicators of material hardship are increasingly important to child health. This study supports this premise with the suggestion that an adequate supply of diapers may prove a tangible way of reducing parenting stress, a critical factor influencing child health and development. There is potential for pediatric providers to inquire about diaper need and refer families to a local diaper distribution service as 1 method to reduce parenting stress.

Issues of equality and fairness and invasion of the personal domain, 2 previously identified topic areas of adolescent sibling conflict (N. Campione-Barr & J. G. Smetana, 2010), were examined in 145 dyads (Mfirst-born = 14.97, SD = 1.69 years; Msecond-born = 12.20, SD = 1.90 years) for their differential effects on youths' emotional adjustment over 1 year. The impact of internalizing symptoms on later sibling conflicts also was tested. Invasion of the personal domain conflicts were associated with higher levels of anxiety and lower self-esteem 1 year later, whereas Equality and Fairness issues were associated with greater depressed mood. Conversely, greater internalizing symptomatology and lower self-esteem predicted more of both types of conflict. Moderating influences of gender and ordinal position were also examined.

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Four types of sibling conflict were identified in actual adolescent sibling discussions: equality and fairness, invasion of the personal domain, intrinsic harm, and relationships. Older [M = 14.97, standard deviation (SD) = 1.69 years] and younger siblings (M = 12.20, SD = 1.90 years) from 144 dyads discussed conflicts during a semi‐structured conflict task. Trained observers coded the topics discussed, and separate observers rated their conflict styles, whereas siblings rated their relationship quality. The proportion of conflicts of each domain differed by dyadic gender composition. Equality and fairness conflicts (and invasion of the personal domain conflicts for sister–sister pairs) were discussed the most frequently whereas intrinsic harm conflicts were associated with destructive conflict styles. Siblings' discussions of conflicts involving intrinsic harm were associated with older siblings' reports of negative relationship quality. The associations between these conflict topics and negative relationship quality were mediated by the siblings discussing the conflicts in destructive ways.

We describe a new style of MOOC designed to engage students with an immersive multimedia environment including text, images, video lectures, computer-based simulations, animations, and tutorials. Quantum Mechanics for Everyone 1 is currently running on EdX and has been successful by a number of different measures. It illustrates both how one can teach complex quantum phenomena to nonscientists and how one can develop high quality interactive computer simulations that engage the students and can be widely deployed.We have been told a lie. We promote the lie. We internalize the lie. And we don't even know where the lie originated. The lie is that one needs to have a sophisticated math background and significant physics background in order to understand complex quantum phenomena. This article dispels the lie. It shows you how to bring the most exciting and counterintuitive physics concepts to the forefront of the curriculum. While our initial emphasis has been to reach nonscientists via a MOOC format, many of the techniques we employ can be rolled out in a classroom setting and included into introductory curricula. It can be done in a meaningful way that is honest to the science. It can be done without requiring sophisticated math. Fig. 1. Logo for the MOOC..