Emile Pingat was one of France's most prominent designers in the late 19th century. It is said that Pingat's cutting and sewing skills enabled him to create artistic designs, and he was renowned for creating elegant mantles. He founded his house in the 1860s but transferred his management rights to “A. Wallès & Cie” in 1896.

  However, the clothing designs produced by the House of Wallès lacked a well-defined characterization. Through newspapers and magazines, this study analyzes women's clothing designs from the House of Wallès to gain a better understanding of their distinctive characteristics.

  Madame Wallès created the designs for the House of Wallès, emphasizing simplicity in order to make the most of materials and silhouettes while preserving traditional elegance and luxury. The design of tailored suits that were suitable for a diverse range of occasions illustrates the elegance and refined simplicity of her designs.

  Young women evaluated five summer underwear shirts with controlled skin side, gauge, and fiber composition by touch and wear, and the requirements for knitted fabric design of comfortable summer underwear shirts were discussed. In addition, the touch and wear evaluations were discussed in relation to the properties of the knitted fabrics.

  The results are as follows.

  (1) Factor analysis of the wear evaluation items revealed a two-factor structure. The contribution of the “skin feel” factor was higher than that of the “heat” factor, suggesting that skin contact has a greater influence on the desirability of the underwear shirts.

  (2) From the results of the wear evaluation, thinness, smoothness, and good air permeability were identified as requirements for properties of the knitted fabric that improve the comfort of summer underwear shirts.

  (3) The touch evaluation was more sensitive to differences in “skin feel” than the wear evaluation and was correlated well with the basic properties of the knitted fabric. As for “heat,” both the touch and wear evaluations showed a low correlation with the basic characteristics, indicating that it was difficult to perceive differences within the range of the samples used in this study.

  The aim of the study was to investigate the relationship between the frequency of meals combining staple foods, staple dishes and side dishes (healthy meals), eating habits and matters related to meal preparation (frequency of cooking, cooking as a favorite activity and meal preparation competency) among female university students registered in a dietitian or nutritionist training course (female students in a training course) and female or male university students registered in a non-nutritionist training course (female students in a non-training course or male students in a non-training course). The odds ratio for the frequency of eating healthy meals was higher among students with a higher frequency of breakfast intake, including female students in a training course, female students in a non-training course and male students in a non-training course. There was no association between the frequency of eating healthy meals and the frequency of cooking or between the frequency of eating healthy meals and the cooking as a favorite activity. However, female students in both training and non-training courses, as well as male students in non-training courses, who were able to select menus based on nutrition and timing when preparing meals and were able to create suitable dishes and recipes using appropriate ingredients, seasonal cooking, and required equipment tended to have a higher frequency of consuming healthy meals.

  The contents of the Courses of Study and the School Lunch Guidance Manual are summarized with regard to the guidance on ‘picky eaters, likes and dislikes’ in school lunches. Since the 1952 edition of the Courses of Study, the primary schools guidance manuals or ‘handbooks’ published by the Ministry of Education, Culture, Sports, Science and Technology (MEXT) have included the concept of eating without likes and dislikes, and since 1992, guidance on nutritionally balanced meals has been provided. As a result, knowledge on the importance of a nutritionally balanced diet has become established. On the other hand, guidance on picky eating and likes and dislikes was seen as a subject for individual counselling and guidance, and content that should be considered so that it does not become mandatory guidance. The inference that a nutritionally balanced diet was taught both in groups and individually suggests that children were aware of the need to eat a nutritionally balanced diet, regardless of personal likes and dislikes. Future guidance on picky eating and likes and dislikes will be more effective if individual guidance is consistently provided as part of school education. Group guidance focusing on a ‘balanced diet’ with an emphasis on ‘increasing the number of foods liked’, while acknowledging that individual preferences may include both like and dislikes, will also be beneficial.