Under-appreciation of mature consumers as a numerous and comparatively wealthy market segment has resulted in not only lost revenues for business, but also lost consumption and service opportunities for the elderly. In response to expressed needs for more research into actual and desired consumption by older consumers, this study examined the apparel and shopping preferences of mature women in America. Independent living residents were surveyed concerning fashion consciousness, fashion information sources and shopping behaviours. Young and mature consumers' reactions to female apparel ensembles were compared. Mature subjects purchased apparel for pleasure or need, but less for conformity. Decisions were influenced more by fit and comfort than by fashion, despite suggestions that dressing stylishly was important. New fashions were encountered via catalogue illustrations, social gatherings and window displays. Subjects high in fashion consciousness had greater financial and social involvement with fashion, greater chronological-to-cognitive age differences and larger clothing budgets. Young and mature consumers' responses to apparel illustrations differed significantly. As the mature market expands, attention to age-divergent definitions of fashion (such as those based upon admiration of comfort) will determine the success of apparel businesses. Assessment of cognitive age will facilitate identification of those mature consumers most predisposed toward fashion consumption.

Studies have confirmed that many women, particularly larger busted women, experience breast discomfort while exercising, causing some to avoid exercise all together. The purpose of this study was to use a systematic design process that incorporated conducting several research studies as input to the development of a prototype sports bra for large-busted women. The resulting prototype sports bra, developed by draping and flat pattern, was designed to resolve specific comfort, support, and aesthetic issues reported by large-busted women. Fabric choices, design modifications, and fabric layering were used to accommodate these specific issues. A performance evaluation wear study of the prototype bra and two other sports bras was completed in July 2002.

Historically, textile laboratory content has been delivered via a traditional approach called expository instruction and was designed to allow large numbers of students to perform activities simultaneously within a short time. An innovative learning method, problem-based learning (PBL), has been successful in teaching non-biological sciences. Evidence suggests multimedia learning environments facilitate the development of independent, self-regulated thinking. To evaluate the potential for PBL and multimedia as instructional strategies in the textile laboratory, a 2X2 factorial design with a quasi-experimental approach was used. One factor, at two levels, was the use and non-use of multimedia laboratory materials; the second, at two levels, was the instructional approach, PBL and expository. A total of 155 students in four sections participated for a total of eight sections across two semesters. Based on mean section grade point averages, the two treatments (PBL and multimedia) had a positive eff ect.

QuadGard™ arm and leg protection systems were developed to better protect key areas of arms and legs from blast fragments. The purpose of this investigation was to use sweating thermal manikin Walter™ and examine the intrinsic clothing insulation (R cl ), intrinsic clothing evaporative resistance (R ecl ), micro-climate temperature, and moisture retention of three QuadGard™ systems (QG II, QG IV Ventilated, and QG IV Not Ventilated) constructed with two ballistic materials, Dyneema 1 and Kevlar 1 . With similar protection level, the ballistic material Dyneema 1 , consistently measured lower in R cl and R ecl than the ballistic material Kevlar 1 , indicating body armor made with ballistic material Dyneema 1 is more comfortable. There was no significant difference between QG II and QG IV Ventilated in R cl and there was no significant difference between the three armor systems in R ecl . This indicated that design features have the potential to reduce thermal stress on the human body when protective clothing is necessary.

This paper focuses on a deductive, participative, and iterative process for curricular revision at a public Midwestern university in the Merchandising and Fashion Design program. A systematic, nonlinear, organized process is presented and details specific components used in curricular review. The guiding framework for the redesign was that of Garner and Buckley (1988). That is, feedback was solicited and incorporated from educators, students, and employers. In each of the two-year process, the program was viewed as a whole, with input from faculty at every step, and also viewed from a micro-perspective by examining each course individually. The process included peer review, with each faculty member encouraged to review not only their own courses, but those of their colleagues as well. At times, the curricular review process seemed overwhelming with the significant amount of data and resource constraints to consider. The systematic process presented assisted in managing multiple considerations and constituents involved in the curriculum review. Besides maintaining a relevant and current curriculum, the process provided a multitude of benefits for the department. Significant changes were made to the curriculum, but more honest relationships were reestablished and an increased understanding among colleagues was an unexpected benefit of the lengthy, but necessary, examination of the program and resulting curricular changes in the department.