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You might consider reading through the HEI review if you have not already. It emphasized the need for epidemiological evidence, as I have highlighted here. This came to a fairly weak conclusion and argued that more evidence on ultrafine particles is needed. Another fact that is hard to dismiss is the recent review of the evidence of health effects of ultrafine particles from the Health Effects Institute.
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Such monitoring networks for ultrafines are simply not well established in the United States, which means that the epidemiological studies necessary to support an ultrafine PM standard are quite limited and would need to come from other parts of the world, particularly the UK or other countries in continental Europe. We know that such epidemiological data is challenging to collect for ultrafines since their concentrations are much more variable in time and space than fine particulates (PM2.5). However, EPA makes its decisions based on a wider range of evidence, including the epidemiological literature. The strongest evidence for a health effect appears to come from the toxicology literature. I am uncertain about the direction they will go. EPA has been considering this for many years now. And new carpets, tiles, furniture or drapes often release fumes.The following results of the SEARCH project of Regional Environmental Center for Central and Eastern Europe Country, Office Hungary, 2010 ( ) indicate the sources of indoor air pollutants in the classroom (Hungary case):Number of children in the classroom >20 Increased level of toluene -Classroom facing the street Increased levels of PM10 and CO2- Classroom floor: wood Increased levels of PM10, benzene, ethylbenzene, toluene, xylenes, total BTEX and formaldehyde - Classroom wall painted with water-resistant paint Increased levels of benzene, toluene, ethylbenzene, xylenes, total BTEX - Classroom wall renewal < 1 year increased levels of ethylbenzene, xylenes, total BTEX- Classroom cleaning int he morning increased levels of xylene and total BTEX and formaldehyde -Cleaning the classroom floor with broom increased level of NO2 -Cleaning the classroom floor with mop increased level of toluene and total BTEX
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So can fumes from pesticides, paints or cleaning products. Many other substances can contaminate the air in school buildings. These products can increase the level of exposure in the classroom and affect the respiratory health of children and teachers. Consumer products: 63% of the classrooms had blackboards and 46% contained one or more computer, printer or photocopier 69% of the furniture in the classrooms was wood based and a very low percentage of classrooms had been constructed using certified low-emission building materials.