Evaluation of Low-Cost Mitigation Measures Implemented to Improve Air Quality in Nursery and Primary Schools.

International Journal of

Environmental Research and Public Health Article

Evaluation of Low-Cost Mitigation Measures Implemented to Improve Air Quality in Nursery and Primary Schools Juliana P. Sá, Pedro T. B. S. Branco, Maria C. M. Alvim-Ferraz, Fernando G. Martins and Sofia I. V. Sousa * LEPABE—Laboratory for Process Engineering, Environment, Biotechnology and Energy, Faculty of Engineering, University of Porto, Rua Dr. Roberto Frias, 4200-465 Porto, Portugal; [email protected] (J.P.S.); [email protected] (P.T.B.S.B.); [email protected] (M.C.M.A.-F.); [email protected] (F.G.M.) * Correspondence: [email protected]; Tel.: +351-22-508-2262; Fax: +351-22-508-1449 Academic Editors: Giorgio Buonanno and Otto Hänninen Received: 13 April 2017; Accepted: 26 May 2017; Published: 31 May 2017

Abstract: Indoor air pollution mitigation measures are highly important due to the associated health impacts, especially on children, a risk group that spends significant time indoors. Thus, the main goal of the work here reported was the evaluation of mitigation measures implemented in nursery and primary schools to improve air quality. Continuous measurements of CO2 , CO, NO2 , O3 , CH2 O, total volatile organic compounds (VOC), PM1 , PM2.5 , PM10 , Total Suspended Particles (TSP) and radon, as well as temperature and relative humidity were performed in two campaigns, before and after the implementation of low-cost mitigation measures. Evaluation of those mitigation measures was performed through the comparison of the concentrations measured in both campaigns. Exceedances to the values set by the national legislation and World Health Organization (WHO) were found for PM2.5 , PM10 , CO2 and CH2 O during both indoor air quality campaigns. Temperature and relative humidity values were also above the ranges recommended by American Society of Heating, Refrigerating, and Air-Conditioning Engineers (ASHRAE). In general, pollutant concentrations measured after the implementation of low-cost mitigation measures were significantly lower, mainly for CO2 . However, mitigation measures were not always sufficient to decrease the pollutants’ concentrations till values considered safe to protect human health. Keywords: indoor air; mitigation measures evaluation; nursery schools; primary school

1. Introduction Children usually spend 80–90% of their time indoors where they are exposed to higher levels of air pollution than those from outdoor air [1–3]. They are considered a risk group because they are more vulnerable to air pollution than adults [4–6]. Among indoor environments, nursery and primary schools need a special attention because children spend more time there than in any other indoor environment besides home. Moreover, several studies have recognized a relationship between indoor air quality (IAQ) and adverse health effects on children, namely respiratory illness and poor cognitive performance [5,7–13]. It is known that a poor IAQ depends on several factors, of which it can be highlighted the use of high emitting materials for building construction and furnishing, minimal landscaping with poor drainage, heating, ventilation and air conditioning units, the lack of preventative maintenance, crowded conditions and cleaning products that release chemicals into the air [2,14–17]. After observing high concentrations of indoor air pollutants, mainly particulate matter (PM), carbon dioxide (CO2 ) and volatile organic compounds (VOC), several studies concluded that there is Int. J. Environ. Res. Public Health 2017, 14, 585; doi:10.3390/ijerph14060585

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Int. J. Environ. Res. Public Health 2017, 14, 585

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a pressing need to implement strategies to improve IAQ, through the implementation of measures to mitigate indoor air pollution (IAP): (i) the change of some behavioural habits, promoting efficient ventilation [8,12,18–31]; (ii) the improvement of cleaning actions [19,21–23,27,29,31–33]; (iii) the replacement of carpets and carpeted floors by smooth panels [27,33]; (iv) the adequacy of occupational density and promotion of more class breaks and outdoor activities [12,27,32]; and (v) structural measures such as the installation of air purifiers [33], the replacement of building materials, furniture and windows [25,34] and the replacement of the heating system [26]. Some government organizations and programs developed measures, guidelines and/or regulations aiming to improve IAQ in school settings, such as the International Society of the Indoor Air Quality and Climate (ISIAQ) [35] and the European Federation of Allergy and Asthma Associations (EFA) [36]. Also the World Health Organization (WHO) has published guidelines, reference levels and recommendations for IAQ, which although generic can be applied to the school context [37]. In addition, SINPHONIE project developed guidelines and general recommendations for IAQ improvement in the most diverse microenvironments (ME) of a school, such as classrooms, gymnasiums, laboratories, lunch and dressing rooms (ranging from requirements for structures and building materials to guidelines for education and awareness of building occupants) [38]. On the other hand, the United States Environmental Protection Agency (USEPA) has also been working on the implementation of IAQ mitigation measures by distributing an action kit called “Tools for Schools Action Kit” to public schools, teachers and health professionals, as well as to students and their parents/guardians [39]. It is clear the relevance of developing and implementing guidelines and measures to mitigate IAP in nursery and primary schools. However, the evaluation of the impacts of implementing mitigation measures is yet very scarce. As far as the authors’ knowledge goes, only one study, conducted in the framework of the Forced-ventilation Related Environmental School Health (FRESH) project quantified a significant decrease in mean CO2 , endotoxin, β(1,3)-glucan and PM10 levels after the implementation of mechanical ventilation systems in 18 classrooms of 17 primary schools in the north of The Netherlands [40,41] (it should be remarked that PM2.5 and NO2 concentrations didn’t decrease). To fulfil this gap, the main goal of the work here reported was evaluating IAP mitigation measures implemented in nursery and primary schools. Thus, this study is the first that focuses on the hierarchy application and quantification of IAP mitigation measures, centred on low-cost and easy to apply measures. In addition, unlike the study above referred this study also focuses on nursery schools, the first social environment of children, because early exposure to air pollution might have significant impact on children’s health [19,42]. 2. Materials and Methods 2.1. Sites Description and IAQ Characterization This study was carried out in three different buildings (1, 2 and 3) located in urban and suburban areas in Porto district, Portugal. The selection of study locations was based in the INAIRCHILD project [19–23,43–48]. A total of sixteen ME from two nursery schools for infants (CR1 and CR3) and other two for pre-schoolers (JI1 and JI2), as well as two primary schools (PRIM1 and PRIM2) were studied. Table 1 shows a general description of each studied ME, namely its use, class/grade, building floor, area, occupancy and period of occupation. Relevant information on operating mode and activities, characteristics of the building and of the ME and potential sources of pollution were gathered by a previous inspection to the different schools (throughout observations and interviews with the staff). In nursery schools for infants (children aged under 3 years old) activities were more restrained due to the low mobility of this age group, and the daily pattern included a sleeping time after lunch (nap). The youngest children ( 0.05) 0.05) on on IAP IAP between between consecutive consecutive weekdays, weekdays, and and as as the the daily daily pattern pattern during during the the different different sampling sampling weekdays weekdays in in each each ME ME appeared appeared to to be be similar, similar, mean mean daily daily profiles profiles were performed performed to to represent represent mean mean IAQ IAQ scenarios scenarios for for both both weekdays weekdays and and weekends weekends for for all all pollutants, pollutants, similarly similarly to to what what was was previously previously reported reported by by Branco, Branco, etet al. al. [20], [20], Branco, [21] and and Nunes, Nunes, et et al. al. [23]. [23]. This was done for both campaigns Branco, et al. [21] campaigns (before (before and and after after IAP IAP mitigation mitigation measure measure implementation). implementation). Daily Daily profiles profiles considering considering the the 24-h 24-h period period along along weekdays weekdays and and weekend allowed to understand differences between occupation and non-occupation periods, which weekend allowed to understand differences between occupation and non-occupation periods, which contributed contributed to to sources sources identification identification for all the evaluated parameters and air pollutants. 3.1.1. Comfort Comfort Parameters: Parameters: Temperature Temperature and and Relative Relative Humidity Humidity 3.1.1. Figure 1 shows mean daily profiles for CR1_B, JI1_AJI1_A and PRIM2_B (as example), during Figure showsTTand andRH RH mean daily profiles for CR1_B, and PRIM2_B (as example), both IAQ campaigns, before mitigation measuresmeasures (continuous line) andline) after and mitigation measures during both IAQ campaigns, before mitigation (continuous after mitigation (dashed line). Figures and S2 Materials) show T show and RH mean measures (dashed line). S1 Figures S1(Supplementary and S2 (Supplementary Materials) T and RHdaily meanprofile, daily respectively, for bothfor IAQ campaigns in all buildings. profile, respectively, both IAQ campaigns in all buildings. 100

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Figure 1. 1. Comfort Comfort parameters parametersmean meandaily dailyprofiles profilesfor forCR1_B, CR1_B,JI1_A JI1_Aand andPRIM2_B: PRIM2_B:(a) (a)Temperature; Temperature; Figure (b) Relative Relative humidity. humidity. (b)

On the weekend and non-occupation periods, both T and RH showed no significant variations along the day, and usually values were lower than on weekdays. The daily patterns of both comfort parameters during weekdays were characterized by a slight increase usually observed at the beginning of the occupation period and a decrease after the end. Similar trends were reported by Dorizas, et al. [56] and Branco, et al. [20]. The observed increase in T appeared to be related with the


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On the weekend and non-occupation periods, both T and RH showed no significant variations along the day, and usually values were lower than on weekdays. The daily patterns of both comfort parameters during weekdays were characterized by a slight increase usually observed at Int. J. Environ. Res. Public Health 2017, 14, 585 6 ofthe 21 beginning of the occupation period and a decrease after the end. Similar trends were reported by use of electric heating (building IAQ campaign) and with occupation. On the other Dorizas, et al. [56] and Branco, et 1al.and [20].3—first The observed increase in T appeared to be related with the hand, pattern observed in RH1seemed to be related with the influence outdoorOn air and with use ofthe electric heating (building and 3—first IAQ campaign) and withfrom occupation. the other occupation. In PRIM2_A and PRIM2_C, a with significant increasefrom of RH at theair end the hand, the pattern observed in RH seemedittooccurred be related the influence outdoor andofwith occupation period, in the second campaign (p < 0.05). This fact seemed to be related not only with the occupation. In PRIM2_A and PRIM2_C, it occurred a significant increase of RH at the end of the influence ofperiod, the outdoor (rainy days), but also with deep watery not andonly aqueous occupation in theair second campaign (p < 0.05). This factcleaning seemed using to be related with products. Regarding lunch rooms (RF1 andbut RF3), peaks observed during and the aqueous cooking the influence of the outdoor air (rainy days), alsoRH with deepwere cleaning using watery process. products. Regarding lunch rooms (RF1 and RF3), RH peaks were observed during the cooking process. 3.1.2. Particulate Particulate Matter Matter 3.1.2. Figure 2 show PM2.5 andPM PM1010mean meandaily dailyprofile profilefor forCR1_B, CR1_B,JI1_A JI1_Aand andPRIM2_B PRIM2_B(as (asexample), example), Figure 2.5 and during both both IAQ IAQ campaigns, campaigns, before before mitigation mitigation measures measures (continuous (continuous line) line) and and after after mitigation mitigation during measures (dashed (dashed line). Figures S3–S6 (Supplementary and TSP TSP measures (Supplementary Materials) Materials) show show PM PM11, PM PM2.5 2.5,, PM10 10 and mean daily daily profile, respectively, respectively, for mean for both both IAQ IAQ campaigns campaigns in in all all buildings. buildings. 200

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Figure (b) PM PM10 10. . Figure 2. 2. Mean Mean daily daily profile profile for for CR1_B, CR1_B, JI1_A JI1_A and and PRIM2_B: PRIM2_B: (a) (a) PM PM2.5 2.5;; (b)

It It was was possible possible to to identify, identify, for all size fractions and for both IAQ campaigns, campaigns, aa similar similar profile profile pattern for PM concentrations at the classrooms of all the studied school buildings, characterized pattern concentrations at the classrooms of all the studied school buildings, characterized by by an an increase increase at at the beginning beginning of the occupation occupation period, period, followed followed by by aa slight slight decrease decrease during during lunch lunch time, time, period period when when children children moved moved to to the the common common lunch lunch room; after after lunch lunch time, time, when when children children returned returned to to the the classrooms, classrooms, aa new new increase increase was was observed, observed, which which was was maintained maintained until until the the end end of of the the occupation occupation period. period. In In most most of of the the studied studied ME, ME, itit was was also also possible possible to to identify identify aa slight slight increase increase in in the the concentration concentration of of all all PM PM fractions fractions at at the the end end of occupation occupation period, period, which which could could have have been been related related to to the the cleaning cleaning activities, activities, decreasing decreasing during night night and and dawn. dawn. The The lowest lowestconcentrations concentrations were were registered registered during during non-occupation non-occupation periods, periods, when when there there were were no no wide wide variations variationsneither neitherpeaks peaksof ofconcentration. concentration. On the other hand, in lunch rooms (RF1 and RF3), PM concentrations increased during On the other hand, in lunch rooms (RF1 and RF3), PM concentrations increased during lunch lunch time time due due to to the the great great number number of of occupants occupants (children) (children) present present in in the the same same room room at at the the same same time, time, and and during and immediately after the snack time due to the cleaning activities (more evident in RF1). during and immediately after the snack time due to the cleaning activities (more evident in RF1). Although those with thethe largest area, resulting in Although these these were werethe theME MEmore moreoccupied, occupied,they theywere werealso also those with largest area, resulting lower concentrations when comparing to to other in lower concentrations when comparing otherME. ME.InInsleeping sleepingrooms rooms(CR3_D1 (CR3_D1and and CR3_D2) CR3_D2) an an increase increase in in PM PM concentrations concentrations immediately immediately before before and and after after the the nap nap was was observed, observed, possibly possibly due due to to re-suspension the room room and and children. children. re-suspension phenomena phenomena caused caused by by the the preparation preparation of of the In In building building 1, 1, during during the the first first campaign, campaign, the the highest highest PM PM concentrations concentrations from from all all size size fractions fractions were observed in the classroom with the highest occupation (JI1_A), probably due to an elevated rewere observed in the classroom with the highest occupation (JI1_A), probably due to an elevated suspension caused by occupants’ activities. Canha, et al. [26], Branco, et al. [19], Mainka and ZajuszZubek [27], Fuoco, et al. [57] and Nunes, et al. [22] have also identified the high number of occupants as a contributing factor to increase the re-suspension of particles in indoor air. Furthermore, QuirósAlcalá, et al. [7] identified indoor ventilation and building characteristics as the main causes for the PM concentrations observed (max = 128 and 207 µg/m3 for PM2.5 and PM10, respectively). In the second


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60 people in the room during the morning—children, their parents and school’s staff—and the absence of people during the afternoon). Int. J. Environ. Res. Public Health 2017, 14, 585 7 of 21 Regarding building 2, in the first campaign, a higher peak was identified in the late afternoon in PRIM2_C, mainly for coarser fractions (TSP and PM10), which it is thought to be related with deep cleaning activities,caused associated with the presence of aCanha, chalkboard. Dorizas, et al.et[56] thatand re-suspension by occupants’ activities. et al. [26], Branco, al. concluded [19], Mainka theZajusz-Zubek use of chalkboards in classrooms ledand to increased levels in indoor air and Canha, al. [26] of [27], Fuoco, et al. [57] Nunes, et PM al. [22] have also identified the highetnumber identified theas presence of chalkboard one of the PM sources in classrooms. occupants a contributing factor toasincrease the main re-suspension of particles in indoor air. Furthermore, In building 3,etduring the first campaign, the highest concentrations wereasfound in CR3_A. Quirós-Alcalá, al. [7] identified indoor ventilation and PM building characteristics the main causes for Those concentrations remained high in the second campaign, which was somewhat expected since the PM concentrations observed (max = 128 and 207 µg/m3 for PM2.5 and PM10 , respectively). In the thesecond periodcampaign of occupation started than not in the other ME,due andtoall daily activities carried of results from earlier JI1_A were considered, anthe atypical situation: were the presence outabout inside60the samein classroom reception before classes, playground, sleeping/nap, people the room(including during thechild’s morning—children, their parents and school’s staff—and the activities after classes). This activity pattern led to earlier and continuous re-suspension phenomena, absence of people during the afternoon). which promoted PM2,concentrations. Semi-open windows at night, plus gardening activities in Regardinghigher building in the first campaign, a higher peak was identified in the late afternoon in the building’s backyard, may have caused theand increased concentrations observed in PRIM2_C, mainly for coarser fractions (TSP PM10 ),PM which it is thoughtintoCR3_C be related with deep thecleaning second campaign. activities, associated with the presence of a chalkboard. Dorizas, et al. [56] concluded that Inuse general, classroomsinfor pre-schoolers (JI1_A and JI2_A) wereinthose with highest levels the of chalkboards classrooms led to increased PM levels indoor airthe and Canha, et al.of[26] PMidentified concentrations in all fractions, mainly type of activities the increased mobility of the presence of chalkboard as due one to of the main PM sources and in classrooms. children, contributed to the suspension and/or re-suspension of particles. Inwhich building 3, duringsubstantially the first campaign, the highest PM concentrations were found Mainka in CR3_A. andThose Zajusz-Zubek [27] and Branco,high et al. also concluded that higher concentrations were concentrations remained in [19] the second campaign, which wasPM somewhat expected since usually found in classrooms for pre-schoolers, for all fractions, while Nunes, et al. [22] only reported the period of occupation started earlier than in the other ME, and all the daily activities were carried thisout in inside coarserthe fractions. same classroom (including child’s reception before classes, playground, sleeping/nap, activities after classes). This activity pattern led to earlier and continuous re-suspension phenomena, 3.1.3. CO2promoted higher PM concentrations. Semi-open windows at night, plus gardening activities in which theFigure building’s backyard, maydaily haveprofile causedfor the increased PM concentrations CR3_C observed in the 3 shows CO2 mean CR1_B, JI1_A and PRIM2_B (as in example), during both second campaign. IAQ campaigns, before mitigation measures (continuous line) and after mitigation measures (dashed In general, classrooms for pre-schoolers and daily JI2_A)profile were for those with the highest levels line). Figure S7 (Supplementary Materials) shows(JI1_A CO2 mean both IAQ campaigns in of PM concentrations in all fractions, mainly due to the type of activities and the increased mobility all buildings. ofIn children, contributed the suspension and/or re-suspension of particles. most of which the studied ME, twosubstantially peaks of COto 2 concentrations were observed: (i) in the morning, Mainka and Zajusz-Zubek [27] and Branco, et al. [19] also concluded PMimmediately concentrations with an increase at the beginning of the occupation period, followed that by ahigher decrease were usually found in classrooms for pre-schoolers, for all fractions, while Nunes, al. [22] at only before lunch time; and (ii) in the afternoon, with an increase after lunch, followed by aet decrease this in coarser period. fractions. thereported end of the occupation In lunch rooms, the highest concentrations were registered during lunch and afternoon snack (when they were occupied) which matched the decreases of 3.1.3. CO2 concentrations in classrooms. CR3_B and CR3_C presented only a peak during the morning, and 3 shows presented CO2 mean only daily one profile forduring CR1_B,the JI1_A and PRIM2_B (as example), during both CR3_D1Figure and CR3_D2 peak afternoon, both corresponding to their IAQ campaigns, measures (continuous line) and mitigation measures (dashed occupation periods before (Tablemitigation 1). A statistically significant difference (p after < 0.05) was observed between line). Figure S7 (Supplementary Materials) shows CO mean daily profile for both IAQ campaigns weekdays and weekends. On weekends and non-occupation periods concentrations were usually in 2 3 3 all buildings. below 2000 mg/m in the first campaign and below 1000 mg/m in the second (Figure S7). 6000

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Figure 3. CO2 mean daily profile for CR1_B, JI1_A and PRIM2_B.


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In most of the studied ME, two peaks of CO2 concentrations were observed: (i) in the morning, with an increase at the beginning of the occupation period, followed by a decrease immediately before lunch time; and (ii) in the afternoon, with an increase after lunch, followed by a decrease at the end of the occupation period. In lunch rooms, the highest concentrations were registered during lunch and afternoon snack (when they were occupied) which matched the decreases of concentrations in classrooms. CR3_B and CR3_C presented only a peak during the morning, and CR3_D1 and CR3_D2 presented only one peak during the afternoon, both corresponding to their occupation periods (Table 1). A statistically significant difference (p < 0.05) was observed between weekdays and weekends. On weekends and non-occupation periods concentrations were usually below 2000 mg/m3 in the first campaign and below 1000 mg/m3 in the second (Figure S7). ME from building 2 were those with the highest CO2 concentrations (567–5349 mg/m3 ), which seemed to be related to the lack of ventilation, especially during the first campaign, since natural ventilation through windows and/or doors opening was practically not performed. This not only led to a continuous accumulation of CO2 inside the classrooms, but also prevented its dispersion. These CO2 concentrations were also higher than those reported by other previous studies [12,24,32,34]. However, Dorizas, et al. [56], in a study conducted in nine primary schools in Athens reported maximum CO2 values of 9368 mg/m3 . CR3_D1 was the ME with the highest CO2 concentrations in building 3 (max = 3589 mg/m3 ), which may be related with the higher occupation, when compared with the other studied ME in the same building, and to its design, since natural ventilation was only made through two doors to the inner corridor. In CR1_A CO2 pattern seemed different, with weaker variations along the day, as children spent all day inside the same room (all activities occurred in the same room, including the lunch and sleeping/nap). The highest CO2 concentrations in the ME for infants were found during the sleeping/nap time, both in classrooms (CR1_A, CR1_B, CR3_A) and in sleeping rooms (CR3_D1 and CR3_D2), due to the lowest ventilation during that time (windows and doors were closed to maintain the silence). Globally, in the first campaign, ME occupied by younger children (infants and pre-schoolers) had higher concentrations than primary schools’ ME, which seemed to be related with longer occupation periods (except in CR3_B and CR3_C) and less ventilation (due to higher susceptibility of younger children to get cold). Although lack of ventilation seemed to be the factor that most influenced CO2 concentrations in all ME, occupation density (number of children per area of each ME) was also concerning and a determining factor. Similarly, Branco, et al. [20] studied comfort parameters and CO2 concentration in 4 nurseries of Porto district and also identified poor ventilation and high number of occupants (children) as the main causes for high CO2 concentrations. Turanjanin, et al. [24], Lazovi´c, et al. [29] and Nunes, et al. [23] concluded the same. 3.1.4. TVOC and CH2 O Figure 4 shows TVOC and CH2 O mean daily profiles for CR1_B, JI1_A and PRIM2_B (as example), during both IAQ campaigns, before mitigation measures (continuous line) and after mitigation measures (dashed line). Figures S8 and S9 (Supplementary Materials) show TVOC and CH2 O mean daily profile, respectively, for both IAQ campaigns in all buildings. Although it was not possible to establish a pattern for TVOC and CH2 O concentrations along the day, peaks appeared to have occurred mostly on weekdays, during and immediately after the occupation periods. On the weekend the concentrations of both pollutants were relatively constant, and for TVOC they were very close to zero. In CR1_A, CR3_A and CR3_C it was possible to identify a similar pattern between the concentrations of CH2 O and TVOC with a Spearman correlation coefficient between 0.717 and 0.836 (p < 0.05), suggesting that these two pollutants were emitted simultaneously by the same source, in accordance with Yang, et al. [33]. In CR1_A a peak concentration of both pollutants was detected during the occupation period, specifically during the sleeping/nap time, which seemed to

in 4 nurseries of Porto district and also identified poor ventilation and high number of occupants (children) as the main causes for high CO2 concentrations. Turanjanin, et al. [24], Lazović, et al. [29] and Nunes, et al. [23] concluded the same. 3.1.4. TVOCRes. and CHHealth 2O Int. J. Environ. Public 2017, 14, 585

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Figure 4 shows TVOC and CH2O mean daily profiles for CR1_B, JI1_A and PRIM2_B (as example), during both IAQ campaigns, before mitigation measures (continuous line) and after be related to deep cleaning actions in the living and lunch rooms, while children were in the sleeping mitigation measures (dashed S8turn, andCR3_A S9 (Supplementary show TVOC and room (attached to the living andline). lunch Figures rooms). In and CR3_C hadMaterials) higher concentrations of 2CH TVOC over the whole periodfor of occupation, possibly related the infant’s hygiene. CH O mean profile, respectively, both IAQ campaigns in alltobuildings. 2 O anddaily 600

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Figure 4. Mean daily profiles for CR1_B, JI1_A and PRIM2_B: (a) Total volatile organic compounds

Figure Mean daily profiles (TVOC)4.(b) Formaldehyde (CH2for O). CR1_B, JI1_A and PRIM2_B: (a) Total volatile organic compounds (TVOC) (b) Formaldehyde (CH2O).

In the class and lunch rooms of buildings 1 and 3 there were small variations of CH2 O Although italong was the notday, possible to establish a pattern forexits, TVOC andseemed CH2O concentrations along the concentrations coincident with entrances and which to be related with day, peaksfrom appeared occurred on weekdays, during and increased immediately emissions moving to thehave furniture (tables, mostly chairs, cabinets). CH2 O concentrations duringafter the occupation periods. On the weekend the concentrations of both pollutants were relatively constant, night and dawn due to their accumulation (decreased ventilation), and slightly decreased during the morning (opening of the building). In PRIM2_A CH2 O concentrations were high even during non-occupation periods, possibly due to a continuous internal source of this pollutant, plus poor ventilation in those periods. The same happened in PRIM2_C, although with lower concentrations. That pattern might also reflect deep cleaning actions carried out in the whole building during the measurements at those two ME. The remaining ME had almost constant concentrations. Branco, et al. [21] identified furniture as the main responsible for the indoor concentrations of CH2 O in school ME, although reported maximum values of CH2 O were lower (204 µg/m3 ) than those found in the present study. In turn, Yang, et al. [33] also identified emission from construction and furnishing materials as a possible cause for the increase of CH2 O concentrations. A recent study carried out by Bradman, et al. [58], in 40 early childhood education facilities in California serving children aged 6 years or less, also detected CH2 O at all sampling sites with values lower (max = 48.8 µg/m3 ) than those measured in the present study. Emissions from products used in the cleaning activities were responsible for TVOC concentrations at the end of the occupation period in all the classrooms of building 2, in PRIM1_A (only in the second campaign) and in CR3_A. A deep cleaning action with the use of bleach was also responsible for the peak of TVOC concentrations (1448 µg/m3 ) measured in the second campaign in PRIM2_C. In the first campaign, poor ventilation may have been one of the determining factors for the presence of this pollutant at night in classrooms of building 2. Cano, et al. [59] found lower concentrations (max = 920 µg/m3 ) of this pollutant in their study in Porto schools, while Branco, et al. [21] recorded TVOC concentration peaks (2320 µg/m3 ) in an urban nursery, higher than in the present study. A peak TVOC concentration was found in a lunch room (RF1) and in a sleeping room (CR3_D1) during the first campaign. In the first ME, there was an increase during and after the snack period, which is thought to be related to the post-meal cleaning activities, while in the second ME the peak concentration occurred during the occupation period, thus it seemed to be related to the hygiene of the children (diaper change) during that period. Mishra, et al. [31] studied the IAQ of 25 primary schools in Brisbane (Australia), having identified cleaning products as the main cause of indoor concentrations of VOC in those ME, followed by air fresheners and also art activities using glues and inks.


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ME for infants and pre-schoolers had higher concentrations of TVOC and CH2 O than primary schools. In general, internal sources such as emissions from furniture associated with lack of ventilation seemed to be the main responsible for the CH2 O concentration, while cleaning actions seemed to be the main responsible for the presence of TVOC. Jovanovi´c, et al. [34] and Nunes, et al. [23] reached the same conclusions. It is important to highlight the need for improvement in ventilation, as well as for a careful selection of materials and products used in these spaces—avoiding the use CH2 O and VOC emitting materials and products. 3.1.5. CO, NO2 and O3 FigureRes. 5 shows CO, NO O3 2 and Int. J. Environ. Public Health 2017, 14, 585

mean daily profiles for CR1_B, JI1_A and PRIM2_B (as example), 10 of 21 during both IAQ campaigns, before mitigation measures (continuous line) and after mitigation measures (dashed (dashed line). line). Figures Figures S10–S12 S10–S12 (Supplementary (Supplementary Materials) Materials) show show CO, CO, NO22 and and O33 mean mean measures daily profile, profile, respectively, respectively, for both IAQ campaigns in daily in all all buildings. buildings. 5

200

3

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100

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Figure 5. 5. Mean Mean daily daily profiles profiles for for CR1_B, CR1_B, JI1_A JI1_A and and PRIM2_B: PRIM2_B: (a) (a) Carbone Carbone monoxide monoxide (b) (b) Nitrogen Nitrogen Figure dioxide (c) (c) Ozone. Ozone. dioxide

ItIt was waspossible possibleto toidentify identifyalmost almostconstant constantprofiles profiles of ofthese thesepollutants pollutantsduring duringthe thenon-occupation non-occupation period period and and weekends, weekends, with with lower lower concentrations concentrations when when compared compared to to the the occupation occupation periods—very periods—very close to zero for CO and NO 2 . Dorizas, et al. [56] reported similar results. close to zero for CO and NO2 . Dorizas, et al. [56] reported similar results. Regarding it was was possible possibleto todistinguish distinguishaasimilarity similarityininthe theconcentration concentration pattern almost Regarding CO, CO, it pattern in in almost all all the studied ME on weekdays, characterized by: (i) a slight increase in the early morning; and (ii) the studied ME on weekdays, characterized by: (i) a slight increase in the early morning; and (ii) a adecrease decreaseinin the late afternoon/earlyevening. evening. general, highest concentrations were found in the late afternoon/early InIn general, thethe highest concentrations were found in the 3 3 3 3 the lunch rooms—RF1 = 3.51 mg/m mg/m , respectively), possibly because lunch rooms—RF1 and and RF3 RF3 (max(max = 3.51 mg/m andand 5.135.13 mg/m , respectively), possibly because this this ME had higher influence from outdoor air intrusion (higher number of doors and windows ME had higher influence from outdoor air intrusion (higher number of doors and windows directly to directly to the of theand building), and also because MEwere gas used stoves were the used during the outdoor of outdoor the building), also because in these ME in gasthese stoves during period of the period of occupation. Branco, et al. [21] reached the same conclusion, having identified outdoor air as a main cause for the indoor concentrations found in scholar ME, which were very similar to those found in the present study (max = 4.96 mg/m3). Higher NO2 concentrations observed in lunch rooms appeared to have the same sources identified for CO. Vassura, et al. [30] stated that the presence of indoor sources for CO and NO2 was not expected in a preschool and an elementary school located in the suburban area of Bologna, Italy.


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occupation. Branco, et al. [21] reached the same conclusion, having identified outdoor air as a main cause for the indoor concentrations found in scholar ME, which were very similar to those found in the present study (max = 4.96 mg/m3 ). Higher NO2 concentrations observed in lunch rooms appeared to have the same sources identified for CO. Vassura, et al. [30] stated that the presence of indoor sources for CO and NO2 was not expected in a preschool and an elementary school located in the suburban area of Bologna, Italy. Besides, it was possible to identify different mean daily profiles of NO2 among the various ME. In CR1_A, PRIM2_C, CR3_A and CR3_C, NO2 concentration profiles were coincident with the profiles presented for TVOC and CH2 O. Cross-sensitivity between NO2 and the other sensors could be the explanation for that. Regarding O3 it was possible to identify relevant variations in its concentrations along the day in all the studied ME, mainly during the occupation period. The highest concentrations were recorded during the Res. afternoon, with a maximum of 71.6 µg/m3 for PRIM1_B during lunch time in the second Int. J. Environ. Public Health 2017, 14, 585 11 of 21 campaign. As far as known, there were no indoor sources of O3 , so such patterns were probably caused probably causedof byoutdoor the intrusion of outdoor air through opening. I/O ratio (0.07) from by the intrusion air through windows opening.windows The I/O ratio (0.07)The from a study carried out ainstudy carried out in a primary school(Serbia) locatedshowed in Zajecar showedofthe of this a primary school located in Zajecar the(Serbia) predominance thispredominance pollutant in outdoor pollutant in outdoor [34]. and On the other hand, and although several that studies concluded that outdoor air [34]. On the otherair hand, although several studies concluded outdoor concentrations are concentrations are usually found in and urban than in environments rural and suburban [60,61], usually found lower in urban thanlower in rural suburban [60,61],environments this was not observed this was not observed in the indoor environments studied, because2although buildings and 3 were in the indoor environments studied, because although buildings and 3 were located2in suburban located in suburban areas and building 1 in an urban one, the last one did not evidence lower areas and building 1 in an urban one, the last one did not evidence lower concentrations than the concentrations than probably instabilities. due to the air intrusion instabilities. others, probably duethe to others, the air intrusion Thus, Thus, intrusion intrusion from from outdoor outdoor air seemed to be the main source of CO, NO22 and and O O33 in inthe thestudied studied indoor indoor ME. ME. The The same same was was concluded concluded by by Vassura, Vassura, et al. [30], Branco, et al. [21] and Nunes, et al. [23]. 3.1.6. Radon Radon 3.1.6. Figure 6 shows profile profiles for CR1_B, JI1_AJI1_A and PRIM2_B (as example), during Figure showsRn Rnmean meandaily daily profile profiles for CR1_B, and PRIM2_B (as example), both IAQ campaigns, before mitigation measuresmeasures (continuous line) andline) after and mitigation measures during both IAQ campaigns, before mitigation (continuous after mitigation (dashed line). Figures (Supplementary Materials)Materials) shows radon mean daily profile forprofile both IAQ measures (dashed line).S13 Figures S13 (Supplementary shows radon mean daily for campaigns in all buildings. both IAQ campaigns in all buildings. 100 90

Rn (Bq/m3)

80 70 60 50 40 30 20 10 0 0 1 2 3

4 5 6 7

8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23

Hour CR1_B - before

JI1_A - before

PRIM2_B - before

CR1_B - after

JI1_A - after

PRIM2_B - after

Figure6.6.Radon Radonmean meandaily dailyprofile profilefor forCR1_B, CR1_B, JI1_A JI1_A and and PRIM2_B. PRIM2_B. Figure

A A similar similar mean mean daily daily pattern pattern of of Rn Rn was wasobserved observed in in all all the thestudied studiedME, ME, characterized characterized by byhigher higher concentrations during weekends and non-occupation periods, followed by a decrease along the concentrations during weekends and non-occupation periods, followed by a decrease along theday day on on weekdays. weekdays. As Asthe themain mainsource source of of this this pollutant pollutant has has been been usually usually associated associated with with continuous continuous release release from from soil soil and and itit enters enters the the building building through through cracks cracks and and fissures fissures in in building building foundations, foundations, itit usually accumulatein inindoor indoorME MEduring during periods closure, therefore ventilated. In usually tended to accumulate periods of of closure, therefore notnot ventilated. In RF1 RF1 and PRIM2_C a peak concentration was detected during the afternoon and after the lunch time, respectively, which is thought to be associated with insufficient ventilation. Radon concentrations ranged from 0 Bq/m3 to 82 Bq/m3 (CR1_A), very similar to those reported by Kalimeri, et al. [62] in a study carried out in primary schools in Kozani, Greece (11 to 84 Bq/m3). In addition, Branco, et al. [43] reported similar mean concentrations of this pollutant in different school buildings in Porto (101


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and PRIM2_C a peak concentration was detected during the afternoon and after the lunch time, respectively, which is thought to be associated with insufficient ventilation. Radon concentrations ranged from 0 Bq/m3 to 82 Bq/m3 (CR1_A), very similar to those reported by Kalimeri, et al. [62] in a study carried out in primary schools in Kozani, Greece (11 to 84 Bq/m3 ). In addition, Branco, et al. [43] reported similar mean concentrations of this pollutant in different school buildings in Porto (101 Bq/m3 , 37 Bq/m3 and 57 Bq/m3 , respectively for nursery schools for infants, nursery schools for pre-schoolers and primary schools). On the other hand, it would be expected that in the same building, ME on the ground floor would have higher concentrations than those on the floors above, but PRIM1_A and PRIM1_B, located on the first floor of building 1, had higher concentrations than the other ME on the ground floor of the same building. The infiltration of this pollutant, through other fissures, as well as possible different ventilation patterns that allowed reducing concentrations more effectively on the ground floor, could explain those unexpected results. In general, the difference in monitoring periods seems to be more noticeable in temperature and relative humidity’s results. Anyway, season and conditions should be the same to avoid biases in the results. 3.2. Evaluation of the Mitigation Measures Implemented Table 2 shows the specific IAP mitigation measures suggested and the status of application in each studied ME. From the five different types of possible IAP mitigation measures, only Types I and II (raising awareness and behavioural changes) were applied, simultaneously, and effects on concentrations of pollutants by type of measure could not be distinguished. It should be noted that this study was a preliminary approach where only low-cost measures were possible to put into practice, mostly, due to financial limitations. The evaluation of the impact of the IAP mitigation measures implemented was carried out on the pollutants that exceeded at least one of the legislated/referenced values (Portuguese legislation or WHO), in the first IAQ campaign. Moreover, the second campaign confirmed that after the application of the IAP mitigation measures pollutants without exceedances in the first campaign maintained it in the second campaign (CO, TVOC and Rn). As there were no reference values for PM1 , TSP and O3 , they were also not included. Since NO2 high concentrations registered seemed to be related to the cross-sensitivity with other sensors, this pollutant was also not included in the evaluation. Thus, Tables 3–6 show mean and median concentrations, as well as the respective exceedances (%) to the reference values for the occupation period of PM2.5 , PM10 , CO2 and CH2 O, respectively, as well as the respective p-value calculated on the evaluation of the difference between mean values in each IAQ campaign. In the first campaign, PM2.5 and PM10 exceeded reference values both from WHO and Portuguese legislation in ME from all the three studied buildings. Regarding PM2.5 (Table 3) and PM10 (Table 4), WHO guideline was exceeded in 11 and 8 of 16 studied ME, respectively, while Portuguese limit was exceeded only in 6 and 2 of them, respectively. Worst results were found for finer than for coarser PM fraction. In fact, other authors reported the difficulty to achieve the restrictive reference values for PM2.5 [19,22,28,29], and finer particles are the most harmful for human health. The Portuguese legislated limits for both PM fractions were less restrictive due to the applied margin of tolerance (100%) because no mechanical ventilation was used. The second campaign was performed to evaluate the impact of the IAP mitigation measures applied in each studied ME (Table 2), by comparing results with those from the first campaign. With exception of PRIM1_B, PM2.5 concentrations decreased in all the studied ME of building 1. However, differences were only statistically significant (p = 0.029) in CR1_B. A positive improvement was found in 4 of the 6 ME, where PM2.5 concentrations decreased to levels below at least one of the reference values. For PM10 the number of ME above the reference levels decreased from 4 to only 1 in building 1, with statistically significant decreases in CR1_B (p = 0.013) and JI1_A (p = 0.006). In fact, in building 1, decreases were more significant in the classrooms for infants.


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Int. J. Environ. Res. Public Int. Health J. Environ. 2017, Res. 14, Int. Public x FOR J. Environ. Health PEER2017, Res. REVIEW Public 14, x FOR Health PEER 2017,REVIEW 14, x FOR PEER REVIEW Int. J.Int. Environ. J.Res. Environ. Res. Health Public 2017, Health 14, x2017, FOR 14, PEER Int. x FOR J.PEER Int. REVIEW Environ. Environ. Int. Res. REVIEW J.Public Res. Environ. Health Res. Health 2017, Public 14, Health x2017, 14, FOR x2017, FOR PEER 14, PEER REVIEW x FOR REVIEW REVIEW J.Int. Environ. Int. J.Public Res. Environ. Int.Public J. Environ. Int. Res. Health J. Public Environ. Int. Res. 2017, J.Int. Health Public Environ. 14, Res. J.Int. Environ. x2017, Health Public FOR J. Res. Environ. 14, Public 2017, Health Res. x J.PEER FOR Public Int. Res. REVIEW 14, Health 2017, J.xPEER Public Environ. FOR Health 14, 2017, Int. REVIEW Health xPEER FOR 2017, J.Public 14, Res. Environ. Int. REVIEW x2017, PEER 14, Public FOR J. xEnviron. 14, FOR REVIEW Res. PEER Int. Health x2017, J.FOR Public PEER Environ. REVIEW Res. PEER Health REVIEW Public 14, Res. REVIEW x2017, Health FOR Public 14, PEER 2017, Health x PEER FOR REVIEW 14,2017, xPEER FOR 14,REVIEW PEER x FORREVIEW PEER REVIEW

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Table 2. IAP mitigation Table measures 2. mitigation and its application measures IAP mitigation and in the its measures studied application ME. and initsthe application studied ME. in the studied ME. Table 2. J.IAP mitigation measures its application in studied ME. Int. J.Int. Environ. J.Int. Environ. J.Int. Res. Environ. Public Res. Environ. Public Res. Public Res. Health 2017, Public Health 14, Health x 14, FOR 2017, 14, FOR PEER xTable FOR PEER REVIEW x2017 PEER PEER REVIEW nHealth nEnv Env non REnv on n2017, Pub R onxEnv Pub Rn Hand on a14, Pub H Env hIAP R aFOR hREVIEW H on Pub 2017 14 aTable RREVIEW h2. x2017 H 14 FOR Pub a2. xand hits FOR 14 PEER 2017 H xits athe PEER FOR REV 14 h2. 2017 xPEER REV EW FOR 14 REV EW PEER xand FOR EW REV PEER EW EW Table 2. Table IAP mitigation 2. IAP mitigation measures measures and its application Table Table application IAP in 2.application Table the IAP mitigation studied mitigation in 2. the IAP measures ME. studied mitigation measures ME. and measures and its application its application and its in application the inapplication studied the studied inME. the ME. studied ME. Table 2.2017, IAP Table mitigation Table 2. IAP 2. mitigation IAP measures Table 2. mitigation IAP Table measures mitigation and Table IAP 2. measures IAP mitigation 2. application and IAP mitigation measures Table its mitigation and measures in its 2. measures the IAP Table application measures its studied mitigation and Table in application 2. the and IAP itsREV ME. application in studied 2. and Table its mitigation the IAP measures application its in studied mitigation 2. application ME. the IAP in measures studied and mitigation the ME. in its studied measures the in ME. application studied and the measures ME. studied its and ME. in itsME. and the application studied itsinapplication theME. in studied the studied inME. the studied ME.

CR1 JI1 PRIM1 CR1 JI1 JI2PRIM1 CR1PRIM2 JI1 PRIM1 JI2 PRIM2 CR3 JI2 PRIM2 CR3 CR3 CR1 JI1 CR1 PRIM1 PRIM1 CR1 CR1 JI1 JI1 CR1 PRIM1 PRIM1 JI1 PRIM1 PRIM2 JI2 PRIM2 CR3 CR3 JI2 PRIM2 PRIM2 JI2 PRIM Int. J.Int. Environ. J.Int. Environ. J.Res. Environ. Public Res. Int. Public Res. Health J. Public Environ. Int. Health 2017, J. Health Environ. 2017, 14, Res. Int. x2017, Public 14, FOR J.Int. Res. Environ. x FOR 14, J.PEER Public Int. Health Environ. x J.PEER FOR Int. Res. REVIEW Environ. Health 2017, J.PEER Public Int. Res. REVIEW Environ. 14, 2017, J.Public Res. Int. Environ. REVIEW Health x FOR J.14, Public Res. Environ. Health Int. x2017, PEER Public Res. FOR J. Health Environ. 2017, 14, Public REVIEW Res. PEER Int. Health x2017, 14, J.FOR Public Health Environ. REVIEW Res. x2017, 14, FOR PEER Health Public x2017, 14, FOR PEER Res. REVIEW x2017, Health 14, FOR PEER Public REVIEW x Table FOR 14, PEER 2017, REVIEW Health PEER FOR REVIEW 14, xPEER REVIEW FOR 14, REVIEW xPRIM1 REVIEW PEER REVIEW 13 of 13 21 of 13 21he of CR1 JI1 CR1 CR1 CR1 PRIM1 JI1 CR1 PRIM1 JI1 CR1 JI1 CR1 JI1 PRIM1 JI1 PRIM1 CR1 PRIM1 JI1 CR1 PRIM1 CR1 JI1 CR1 PRIM1 JI1 PRIM1 JI1 PRIM1 JI2 PRIM2 JI2 JI2 PRIM2 JI2 PRIM2 JI2 PRIM2 CR3 JI2 PRIM2 PRIM2 CR3 JI2 CR3 PRIM2 CR3 JI2 CR3 JI2 P C1 Type Type Type Measure Measure Measure RF1 RF1 RF1 RF3 RF3 Table Table IAP 2. IAP mitigation 2.xx IAP mitigation 2.2017, IAP mitigation measures mitigation measures measures and and its application and its application and its application its in application the in studied the studied the in ME. studied the ME. studied ME. ME. CR1 JI1 PRIM1 JI2 PRIM2 CR3 Tab Tab e JI1 2PEER Tab eFOR AP 2JI1 m eAP Tab 2measures ga m AP eJI2 on 2ga Tab m measures AP on ga eB m 2PRIM1 measures on AP ga measures and m on and ga measures sin app on and sA app measures ca sand on app ca n on sJI2 ca and app he nPRIM2 on sD2 he ud ca sCR3 nJI2 app sB ed on ud he ME ca sC n ed ud he ME on ed sA nud ME ed s21 ME ud ed nType Env on RType Pub H aTable h2.2017 14 FOR PEER REV EW TypeType TypeType Type Type TypeTypeType Measure Type Type Measure Type Measure Measure Measure RF1 RF1 RF1 RF1 RF1 RF3 RF3 Measure Type Measure Measure Type Measure Measure Measure Measure Measure Measure Measure Measure RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RFD RF3 RF3 RF3 A B A A A B B A A A A A B A C A A A B B C B D1 C A A A B C D1 D2 B C Measure RF3 A AB ABA A BAA BAA B BABA ABAA B C AA A BC BA B A D1 C A D2 B A D2 A B ABC C BC A ABC BC ABC AB AA BRF1 BA A ABAABA ABAAA B BA AA A BABC A B C A ABAAB BAABC A B AA A B C C A A A BB AB D1 A A B A B C AB AD1 CA B D2 A A BCBD1 C BB A C AAAD2 D1 A BBA A A D2 A D1 BCA B BC D1 D2 A A D Acollaborators BEW A A collaborators B ACR1 ACR1 BJI1 CJI1 AJI1 BJI1 CCR1 D1 D2 Awareness raising Awareness of the coordinators raising Awareness of of the the coordinators schools, raising teachers, of the of coordinators the collaborators schools, teachers, of the schools, teachers, CR1 CR1 PRIM1 PRIM1 PRIM1 PRIM1 JI2 JI2 PRIM2 JI2 PRIM2 JI2 PRIM2 PRIM2 CR3 CR3 C CR1 JI1 CR1 JI1 PRIM1 CR1 JI1 PRIM1 CR1 PRIM1 JI1 PRIM1 JI1 PRIM1 JI2 JI2 PRIM2 JI2 PRIM JI2 P n ofraising nEnv nEnv onofcoordinators Rnthe Env onraising Pub R Env onthe Pub Rof on H aPub R H hschools, 2017 acoordinators Pub H hthe 2017 a14 H hthe xschools, 2017 amitigation 14 FOR hthe x2017 14 FOR PEER xthe 14 FOR PEER REV xof FOR PEER REV EW PEER REV EW REV EW Table Table 2. IAP Table 2. IAP 2. mitigation IAP Table mitigation measures Table 2. measures IAP 2. measures mitigation and Table IAP and its Table mitigation 2. application its and Table IAP measures 2. application Table its IAP mitigation 2. application measures Table IAP mitigation in 2. and the IAP Table mitigation in 2. measures its studied the IAP mitigation and Table in application 2. measures studied the mitigation IAP its measures ME. application studied 2. and Table mitigation IAP measures ME. and its in mitigation 2. measures application ME. the and its IAP in measures studied application and its mitigation the application and its studied measures in ME. application its and the in application measures ME. studied its the and in application studied the in its ME. studied and the application in ME. studied the its in application ME. studied the ME. in studied the ME. studied in ME. the studied ME. Awareness Awareness raising of raising the coordinators the of Awareness schools, of Awareness the schools, teachers, raising Awareness raising teachers, of collaborators the of raising coordinators the collaborators coordinators of the coordinators of the of schools, the schools, of teachers, the schools, teachers, collaborators teachers, collaborators collaborators Awareness Awareness raising Awareness Awareness the coordinators Awareness raising Awareness of coordinators Awareness raising of coordinators the raising the of raising Awareness of of the coordinators of teachers, of the coordinators Awareness raising of schools, coordinators Awareness teachers, collaborators of schools, the raising teachers, Awareness the of schools, collaborators the coordinators of raising teachers, of schools, the collaborators the schools, teachers, raising of coordinators collaborators the teachers, of coordinators of teachers, the collaborators the schools, collaborators coordinators of collaborators of teachers, schools, the schools, of teachers, collaborators the schools, teachers, collaborators teachers, collaborators collaborators Int. J.Int. Environ. J.Int. Environ. J.Res. Int. Environ. J.Public Res. Environ. Int.Public Res. J. Health Environ. Int. Public Res. Health J. 2017, Public Environ. Health Res. 2017, 14, Health Public xof 2017, 14, Res. FOR x2017, Health Public 14, FOR PEER x FOR 14, PEER Int. 2017, Health REVIEW xthe J.PEER FOR Int. REVIEW 14, Environ. 2017, J. x PEER Int. REVIEW Environ. FOR 14, J. Res. Int. Environ. REVIEW x PEER FOR J. Public Res. Environ. Int. REVIEW PEER Public Res. J. Health Environ. Public REVIEW Res. Int. Health 2017, J. Public Health Environ. Res. 2017, 14, Health Public x 2017, 14, FOR Res. x 2017, Health 14, FOR PEER Public x FOR 14, PEER 2017, REVIEW Health x PEER FOR REVIEW 14, 2017, x PEER REVIEW FOR 14, REVIEW PEER x FOR REVIEW PEER REVIEW 13 of 13 21 of 13 21 of 13 21 of 21 13 of 21 Type Type Type Type Measure Measure Measure Measure RF1 RF1 RF1 RF1 TypeType Type Type Measure Measure RF1 RF1 RF1 Tab eand 2 AP mAB ga onABA measures and s app ca onAB nARF1 he sRF1 ud ed ME andofstudents, aboutand the students, importance about and and students, the influence importance about of Type thethe and IAQ importance influence instudents, schools ofand and the influence IAQ in schools ofMeasure theMeasure and IAQMeasure in schools A ABA Aand A AB A BA ABA C AA A BA ABCA D1 D Awareness raising theand coordinators of the schools, teachers, collaborators and about AA Band BAABand BAA AA A A BBA A B ABCB A BBA ABC B A AC A BABC A BC ABC and and students, students, about the about importance the importance and influence and and and students, influence of students, the and IAQ about of students, the in about the schools IAQ importance the in about importance and schools the and importance and and influence influence and the influence ofschools IAQ the IAQ inof schools the in schools IAQ and inthe and schools students, and students, about and students, the and about importance students, and about the and students, importance and about students, the and importance students, influence about the about and importance the and about influence of importance and the students, the importance the influence and IAQ and importance of students, influence in about the and and schools of IAQ students, and influence the and in about and influence of IAQ importance and schools students, the influence in about the of IAQ schools the importance and ofin the IAQ about the and schools ofimportance and IAQ the influence inof the schools IAQ in and and importance in influence of and schools the and influence IAQ and of and in the influence schools of IAQ inIAQ and of schools the inBIAQ schools and in schools CR1 CR1 JI1 CR1 JI1 PRIM1 JI1 PRIM1 CR1 PRIM1 CR1 JI1 PRIM1 JI1 CR1 CR1 PRIM1 JI1 CR1 JI1 CR1 PRIM1 JI1 CR1 PRIM1 JI1 CR1 PRIM1 JI1 PRIM1 CR1 JI1 PRIM1 CR1 PRIM1 JI1PRIM2 JI1 PRIM1 JI2 JI2 PRIM2 JI2 PRIM2 PRIM2 JI2 JI2 PRIM2 CR3 CR3 PRIM2 JI2 CR3 JI2 JI2PRIM1 PRIM2 JI2CR3 PRIM2 JI2 PRIM2 CR3 JI2 PRIM JI2 P C children. Education children. about good Education practices children. about of ventilation, Education good practices about cleaning of good ventilation, and practices hygiene, cleaning of ventilation, and hygiene, cleaning and hygiene, the importance and influence of the IAQ in schools and children. Education about good Tab Tab e 2 Tab e AP 2 Tab e m AP 2 ga e m AP 2 on ga m AP measures on ga m measures on ga measures on and measures and app and s app ca and s app on ca s n app on ca he n on ca s he ud n on s ed he ud n ME s ed he ud ME s ed ud ME ed ME Awareness Awareness Awareness raising Awareness raising of raising the of raising coordinators the of coordinators the of coordinators the coordinators of the of schools, the of schools, the of schools, teachers, the schools, teachers, teachers, collaborators teachers, collaborators collaborators collaborators Awareness Awareness Awareness ra s Awareness ra ng s o ng ra Awareness he s o ng coord ra he o s coord ng he na ra o coord ors na s he ng o ors coord na o he o ors he schoo he na coord o schoo ors he s o na schoo eachers s ors he eachers schoo s o co eachers he s abora schoo co eachers abora co ors abora eachers ors co abora ors co ors abora ors CR1 JI1 PRIM1 JI2 P n IInt. Env n on R Env n Pub on Env n R H on Env a Pub R h 2017 on Pub H n R a 14 h n H Env Pub x 2017 a FOR n Env h on 2017 H 14 PEER R a Env on x h FOR 14 Pub 2017 R REV on x PEER FOR Pub R 14 EW H a x PEER Pub REV FOR H h 2017 a REV EW H PEER h 2017 a 14 EW h x REV 2017 14 FOR x EW 14 FOR PEER x FOR PEER REV PEER REV EW REV EW EW 13 o 21 13 o 13 21 o 21 13 o 21 J. Environ. Res. Public Health Int. 2017, J. Int. Environ. 14, J. Int. Environ. x FOR J. Res. Environ. PEER Public Res. Public Int. Res. REVIEW Health J. Public Environ. Health 2017, Health 2017, 14, Res. 2017, 14, Public 14, Health REVIEW 2017, REVIEW 14, REVIEW x FOR PEER REVIEW 13 of 21 children. children. Education children. Education children. about Education children. good Education about practices about Education good about good practices of children. ventilation, practices about good children. of practices good ventilation, Education of children. cleaning Education ventilation, practices children. of ventilation, about cleaning and Education children. of about cleaning ventilation, hygiene, good Education children. and good cleaning practices Education about hygiene, and practices about cleaning good hygiene, Education and of about good ventilation, practices hygiene, of and ventilation, practices good about hygiene, of practices cleaning good ventilation, of cleaning ventilation, practices of and ventilation, cleaning and hygiene, of cleaning hygiene, ventilation, and cleaning hygiene, and cleaning hygiene, and hygiene, and hygiene, TypeType Type IEducation Type Type Type Type Measure Type Measure Type Type Type Type Measure Type Measure Measure Measure Measure Measure Measure Measure RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF3 RF3 RF3 Measure                    ME.  application  application       ME.      RF children. about good children. practices children. Education Education ofMeasure ventilation, Education about children. about about cleaning Education good practices good practices and practices about of hygiene, ventilation, ofMeasure good ventilation, of ventilation, practices cleaning cleaning ofand cleaning and ventilation, and hygiene, and hygiene, cleaning hygiene, and hygiene, I children. Table Table 2. Table 2. IAP Table mitigation 2.good IAP mitigation Table mitigation IAP measures Table 2. IAP measures 2.mitigation measures IAP and measures mitigation and its application and its measures application its and Table measures application Table its in 2. application Table the IAP in its 2. and studied the IAP Table application mitigation in 2. its studied the IAP mitigation Table in application 2. ME. studied the mitigation IAP measures ME. in studied 2. Table mitigation the IAP measures ME. in studied mitigation 2. measures ME. the and IAP measures studied and its mitigation ME. application and its measures application its and measures its and in the in its studied and the application in studied the its in application ME. studied the in studied the ME. studied in ME. the studied ME. Type RF1            schoo                                I ventilation, I I and I and IIAP                                                                                           I characteristics I cleaning I of and I hygiene, I I and Iproducts I students, Iimportance I2.uden Imitigation practices of characteristics of certain cleaning products and I A A B A BMeasure A B A A A A B A A B B AAQ A Buence A A A A A A B A B A B A B A A B B C A B A A B C A B A A B C A A B A A Band A B B C A A A B B A B C D1 A A B A B C B A D1 C A D2 B A A C B D1 A D2 A B B A A A AD2 A B C B B A A A B C A D1 C A A B B C A B D1 D2 A B C A A B C certain characteristics cleaning ofcharacteristics certain and cleaning materials of certain products used cleaning and in materials products used in materials handwork used in handwork students, students, students, about about the about the about importance the importance the importance and and influence influence of the influence of IAQ the of IAQ the in schools IAQ the in schools IAQ in schools in and schools and and smaterials uden scharacteristics and scleaning shandwork abou and uden scleaning abou sinfluence suden he and abou mpor he sand sand uden mpor abou he ance mpor s ance abou he and mpor ance and nof he uence and nance mpor uence nin oand uence ance he o nmaterials AQ he and uence oand nmaterials he nBand schoo o AQ nin he sn and oAQ schoo s he and n schoo AQ s and n s schoo and sA AJI2 BJI2 PRIM2 A A PRIM2 B PRIM2 CR3 A CR3 AC characteristics characteristics of certain ofcleaning certain cleaning products characteristics and characteristics materials and characteristics used of certain of in certain handwork used of incleaning certain handwork products cleaning products and products and materials materials and used materials used in handwork in handwork used handwork characteristics characteristics of characteristics certain characteristics ofcleaning certain characteristics ofand characteristics certain cleaning products characteristics of products certain cleaning ofproducts and certain of cleaning characteristics materials certain products of cleaning and certain products cleaning materials used and products of characteristics materials in and products certain handwork used materials products characteristics and of in cleaning used certain and materials handwork of in and materials used certain handwork cleaning products materials in of used handwork certain cleaning used in products and handwork used in cleaning materials products handwork and handwork products used and in and handwork used materials in used handwork in used handwork in handwork CR1 CR1 JI1 CR1 JI1 CR1 PRIM1 JI1 PRIM1 JI1 PRIM1 PRIM1 JI2 PRIM2 JI2 materials in handwork (glues, paints) could positively influence behaviour and lead to (glues, paints) could (glues, positively paints) influence could (glues, positively behaviour paints) could influence and positively lead behaviour to improved influence and lead behaviour to improved and lead to improved Awareness Awareness Awareness raising raising of raising Awareness the of coordinators the Awareness of coordinators the raising coordinators Awareness raising of Awareness of the the of Awareness schools, the of coordinators raising Awareness of the schools, the raising Awareness coordinators teachers, schools, of raising Awareness the teachers, of raising of coordinators the the Awareness teachers, of collaborators raising coordinators the of schools, of collaborators the raising coordinators Awareness the of schools, collaborators coordinators the of raising teachers, of the coordinators of the schools, teachers, the raising of coordinators of collaborators the schools, the of coordinators schools, of teachers, the collaborators of the schools, teachers, the coordinators of schools, teachers, the collaborators of teachers, schools, collaborators the teachers, collaborators schools, of teachers, collaborators the schools, collaborators teachers, collaborators teachers, collaborators collaborators CR1 CR1 JI1 CR1 JI1 CR1 PRIM1 JI1 PRIM1 CR1 JI1 PRIM1 CR1 PRIM1 JI1 PRIM1 JI1 PRIM1 CR1 CR1 JI1 CR1 JI1 CR1 PRIM1 JI1 PRIM1 CR1 JI1 PRIM1 CR1 PRIM1 JI1 PRIM1 JI1 PRIM1 JI2 JI2 PRIM2 JI2 PRIM2 JI2 PRIM2 JI2 PRIM2 JI2 PRIM2 CR3 PRIM2 CR3 CR3 CR3 JI2 CR3 JI2 CR3 PRIM2 JI2 PRIM2 JI2 PRIM JI2 P n J.used nEnv n Env on R Env on Pub R on Pub R H a Pub H h 2017 a H h 2017 a 14 h n x 2017 14 FOR Env x 14 FOR PEER on x FOR PEER R REV PEER Pub n REV EW REV Env EW H a EW on h 2017 R 14 Pub x FOR H a PEER h 2017 REV 14 EW x FOR PEER REV EW 13 o 13 21 o 13 21 o 21 n Env n on R Env n Pub Env on n R H on Env a Pub R n h 2017 on Pub H Env R a 14 h H on Pub x 2017 a FOR R h 2017 H 14 PEER Pub a x h FOR 14 2017 REV H x a PEER FOR 14 EW h 2017 x PEER REV FOR 14 REV EW PEER x FOR EW REV PEER EW REV EW Int. Int. Environ. J.Int. Environ. J. Res. Environ. n Public Res. Env n Public Res. Health on Env Public n R Health 2017, on Pub Env Health R 2017, 14, on H Pub 2017, 14, a R h 2017 H Pub 14, a h 14 2017 H REVIEW x a FOR h REVIEW 14 2017 x PEER REVIEW FOR 14 REV x PEER FOR EW REV PEER EW REV EW of of of 13 o 21 13 o 21 1 children. children. children. Education children. Education Education about Education about good about good practices about good practices good practices of ventilation, practices of ventilation, of ventilation, of cleaning ventilation, cleaning cleaning and cleaning and hygiene, and hygiene, and hygiene, hygiene, ch dren ch dren ch dren ch on Educa dren abou on ch Educa abou dren on good abou good Educa on prac abou good prac ces on prac good oga abou ces ven oga ces prac good ven athe ohe on ces ven prac aed cand oon ean aven ces clead on ng ean oimproved cand ven ng ean on and hyg ng clead aimproved ean hyg and ene on ng cin ene hyg ean and ene ng hyg and ene hyg ene Type Type Type Type Measure Measure Measure Measure RF1 RF1 RF1 RF1studied ME. Tab epaints) 2Type Tab AP Tab em 2and ga eAP Tab 2Educa on m AP eEduca measures 2ga m AP on ga Tab m measures on and Tab epositively ga 22. measures Tab ecould sAP on 2and app and measures em AP 2and ca and ga m sAP app on on m sand n app measures ca on he on measures ssca on app ud n measures on and he ca n ME sand on ud he app sn ed and ud sa he ME app ca ed s s ud app on ME ca ed non ca ME he non sits he ud n sstudied ed he ud ME sstudied ed ud ed ME Table 2. IAP mitigation measures Table Table Table IAP 2. its IAP mitigation 2. application IAP mitigation Table mitigation in 2. IAP studied mitigation its ME. application its measures application its application in and the studied the in application the ME. ME. in ME. the (glues, paints) (glues, could paints) positively could influence influence behaviour (glues, (glues, behaviour paints) and paints) (glues, lead could and to could paints) improved positively lead positively to could improved influence influence behaviour influence behaviour and behaviour lead lead to improved to improved to improved Awareness ra scould ng oand he coord na ors oand schoo sA eachers co abora ors (glues, paints) (glues, could (glues, paints) positively paints) could (glues, paints) could positively (glues, influence (glues, could positively paints) influence could behaviour positively could influence positively (glues, could behaviour positively influence paints) positively behaviour (glues, lead influence and to influence behaviour could (glues, paints) improved lead influence and behaviour positively (glues, paints) to lead behaviour improved and to behaviour paints) positively lead improved influence to lead positively could improved and lead influence to behaviour positively improved lead to influence improved to behaviour improved and influence behaviour lead and to behaviour lead and and to lead improved to improved Type Type Type Type Type Measure Measure Type Measure Type Measure Type Measure Type Measure Type Measure Measure Measure Measure Measure RF1 Measure RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF RF3 RF3 RF3 RF3 RF3                                         I(glues, Ipositively Ithe Ipaints)   ME                  A B A Bto A A B A A B A A B A A B A B A Band A A A A B A A B C A B C A B C A B C A B C A B C D1 B C D improved health health health health and and students, students, and Type students, about about the and about importance the students, and importance students, importance and about andcharacteristics and students, and influence about theand students, influence and importance the and students, about influence of importance and students, the about of the students, and IAQ and the about importance of the students, IAQ influence in about the and and importance the schools IAQ in about students, influence importance the schools and in about and of importance and the schools students, the and influence importance and about the of IAQ the and influence importance and in the IAQ about and influence schools of importance the and influence in of the schools IAQ the influence and and importance of IAQ the in influence of and schools IAQ the in of influence schools IAQ the in and of and schools IAQ in the influence and schools of IAQ in the and schools in IAQ and of schools the and in IAQ schools and in schools and A A B A B A A B A A B A A A B A A B B A A B A B A B A A A A B A A A B A B A B C A A B C A A B B C A A B A C A A B C B A A A B B C A D1 C A A B B B C D1 A A A B D2 B C A D1 C B A D2 B A A B D1 A D2 C B B A A A D2 D1 A C B A A A B D2 D1 A A B B C D2 A B C A A characteristics characteristics characteristics of certain of certain of cleaning certain of cleaning certain cleaning products cleaning products products and products and materials and materials and materials used materials used in handwork used in handwork used in handwork in handwork charac charac er charac s er cs s o charac er cs cer s o a cs cer charac er n o c s a cer ean n cs c er o a ean ng s n cer c produc cs ng ean a o n produc cer ng c ean s produc a and n ng s c and ma ean produc s er ma and ng a produc er s ma s used and a s er used ma a s n s and handwork used er n a ma handwork s used n er handwork a s n used handwork n handwork health health health and s xhealth uden shealth abou he mpor and nFOR uence o REV he EW AQ n schoo s and health health health health health health n nEnv nEnv on REnv non Pub Rhealth Env onn Pub Rhealth H onEnv aPub nRH h health 2017 on aPub Env H hnR2017 a14 on hn H Env Pub x2017 14 aR FOR nAwareness Env hhealth on x2017 H Pub 14 FOR PEER Rn aAwareness Env on xhFOR 14 PEER Pub 2017 H RREV Env on xa PEER FOR Pub R hn REV 14 EW on H 2017 axPEER Pub Rn REV Env EW FOR H hs14 2017 aPub Env n REV EW on H xPEER hhe FOR 2017 a14 Rhealth Env on H EW hhe n xREV 2017 PEER a14 Pub R FOR hon xEnv 2017 EW 14 Pub FOR REV PEER Rcoord n H on a14 FOR Pub PEER EW H Env ho REV Rx2017 aFOR PEER ho H REV on Pub EW 2017 14 aPEER Ro REV hors EW x2017 H 14 FOR Pub aREV EW xschoo hFOR 14 PEER 2017 H EW xschoo aeachers PEER FOR REV 14 hance 2017 xPEER REV EW FOR 14REV EW PEER xabora EW REV PEER EW 13 o 13 21o 13 21o 13 21 o 2113 o 211 Awareness ra Awareness s ra ng o ra ng s o ra ng coord s o ng coord he o na ors he na coord ors na he ors na schoo he schoo he o s eachers he s s eachers co s abora eachers co co ors abora co ors abora ors ors CR1 JI1 CR1 CR1 PRIM1 JI1 CR1 JI1 PRIM1 PRIM1 JI1 CR1 PRIM1 CR1 JI1 CR1 JI1 PRIM1 JI1 PRIM1 PRIM1 JI2 PRIM2 JI2 JI2 PRIM2 JI2 PRIM2 PRIM2 CR3 JI2 JI2 CR3 PRIM2 JI2 CR3 PRIM2 PRIM2 CR3 CR3 CR3 C CR1 JI1 PRIM1 CR1 JI1 PRIM1 JI2 PRIM2 CR3 JI2 PRIM2 n Env n on R Env n Pub on Env n R H on Env a Pub R h 2017 on Pub H n R a 14 h n H Env Pub x 2017 a FOR n Env h on 2017 H 14 PEER R n a Env on x h FOR 14 Pub 2017 R REV Env on x PEER FOR Pub R 14 EW on H a x PEER Pub R REV FOR H h 2017 a Pub REV EW H PEER h 2017 a 14 H EW h x REV 2017 a 14 FOR h x 2017 EW 14 FOR PEER x 14 FOR PEER REV x FOR PEER REV EW PEER REV EW REV EW EW 13 o 21 13 o 13 21 o 21 13 o 21 children. children. children. Education Education Education about children. about children. good about Education good practices children. good Education practices children. practices about of children. ventilation, Education of about good children. ventilation, Education of children. Education ventilation, good practices about cleaning children. practices about cleaning good children. of about cleaning ventilation, and good Education practices about of children. and hygiene, good ventilation, practices Education about hygiene, and good practices about of cleaning good hygiene, Education ventilation, practices of about cleaning good ventilation, practices of and ventilation, practices good of hygiene, cleaning and ventilation, of practices cleaning good ventilation, hygiene, of cleaning and ventilation, practices cleaning of hygiene, ventilation, cleaning and of cleaning and hygiene, ventilation, and hygiene, cleaning hygiene, and cleaning hygiene, and hygiene, and hygiene, Open the windows Open to the the outdoor windows and Open to the the the door windows outdoor to the and inner the the corridor outdoor door to before the inner the door corridor to the before inner corridor Open the windows to the outdoor and the door to inner corridor before the occupation (glues, (glues, paints) (glues, (glues, could could positively could could positively influence positively influence influence behaviour behaviour behaviour and behaviour and lead and lead to improved and lead to improved lead to improved to improved Tab Tab 2Measure Tab epaints) AP 2the eto m AP 2on ga on ga measures on measures on measures and Tab and ey spos 2the app and sAP app ca m sydoor app on ca Tab ga n on ca on ethe he 2the n on measures sstudied AP ud n sstudied m ed he ud ME s ga ed and ud ME on ed sbefore measures ME app ca on and n he s app son ca ed on ME n he s ud ed ME Tab eabout 2uence Tab AP Tab em 2before ga eAP Tab 2and on m AP ehygiene, measures ga Tab m AP ga eteachers, m 2our measures on and AP ga measures m son app and ga measures ca and sud app measures on s and n app ca he on s s ca and app ud n on ed he ca s n app ME s on ud he ca s n ed ud he ME on ed s nud ME he ed s ME ud ed Table Table 2. Table 2. IAP Tab mitigation 2. IAP mitigation eAP Tab 2Education mitigation AP eEducation Tab 2ga AP ga 2sto m on AP ga measures m its on application ga measures application on its and measures application sof and in app the in sxand ca the app in on the sPEER ca app n ME. studied on he ca ME. s2our n ud on he ME. ed smproved n ud ME he ed s ud ME ed ME Awareness Awareness raising Awareness raising Awareness of raising the of raising coordinators the of coordinators the raising the raising of coordinators of the the of coordinators schools, the the of Awareness schools, the coordinators Awareness of schools, teachers, the Awareness of teachers, schools, raising the Awareness teachers, collaborators raising of schools, the Awareness teachers, of collaborators raising the schools, of raising teachers, coordinators Awareness the of collaborators coordinators the raising teachers, of coordinators collaborators the raising of coordinators of collaborators the the of coordinators schools, of the the schools, the coordinators of schools, teachers, of teachers, schools, the teachers, collaborators schools, of collaborators the schools, collaborators collaborators teachers, collaborators collaborators ues g ues pa gthe nEnv pa ues sthe n cou g pa sEW ues d necollaborators pos pa ginfluence cou ues pos n ve d pa cou ve n y d s uence ve pos n cou uence d n behav ve pos y behav n our ve uence behav ydoor and our n behav and uence our ead and ead oteachers, behav mproved ead oon and o ead mproved and o ead mproved o mproved nType Env on Pub nHwindows Env hthe 2017 on 14 Rwindows xof Pub FOR nand H n Env awindows hof n REV Env on 2017 R nthe Env EW on 14 Pub R Env on xg FOR Rpositively H n PEER am Pub Rand H 2017 am Pub REV nH houtdoor 2017 on ato 14 H Env hand R xcou 2017 ato 14 FOR hdoor on Pub xd 2017 14 FOR PEER R xscorridor H 14 FOR PEER Pub abefore REV xwindows hits FOR PEER 2017 REV H EW aPEER REV 14 hEW 2017 xthe REV EW FOR 14 EW PEER FOR REV EW REV EW 13 o 21 1 ch dren Educa on abou good prac ces ohe ven aRF1 on c ean ng and hyg ene Type Type Type Type Type Type Type Measure Measure Measure Measure Measure Measure RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF3 RF3 RF3 RF3 the windows the outdoor to the outdoor the and Open Open to the the door windows the inner Open to windows the corridor the inner to the windows corridor before outdoor outdoor to before and the outdoor and the door the and to the to door inner corridor to the corridor inner before corridor before Measure Type Measure RF1 RF3                                                                                                                                Open the Open windows Open the windows to Open the the outdoor Open the to Open windows the to and outdoor Open the the the windows to outdoor the windows to Open to the and to the door outdoor the the the inner to Open to windows door the corridor and Open the inner door the windows the before corridor Open inner and the the windows door outdoor to inner the to the door to inner corridor the to and outdoor to before the inner the the corridor outdoor inner before door corridor and the corridor outdoor before to the before the inner before and to door the corridor the to inner door the before corridor inner to the corridor inner before corridor before before I Open I Awareness IROpen Iato IAwareness Icoordinators IPEER Ipaints) Iepaints) IIAP IPub Ihoutdoor Im and and sthe and sof uden shdoor and sEW abou uden sdoor sand abou uden soutdoor he abou smpor he abou mpor he ance mpor he ance and mpor ance and ncleaning ance uence and uence n o uence nFOR o uence AQ he oproducts AQ he nto o schoo AQ he ninner schoo AQ sand n and schoo sREV n and schoo s and smaterials and   Env on R Env n on Pub Rcharacteristics Env onn Pub Rstudents, H on Env aPub nRH habout 2017 on athe Pub Env H hR 2017 a14 on hH Pub x2017 14 aR FOR hcharacteristics x2017 H Pub 14 FOR PEER athe xand huden FOR 14 PEER 2017 H n REV xand ainfluence PEER FOR n REV Env 14 2017 xPEER n REV Env EW FOR on 14 R Env n REV EW on xPEER FOR Pub R Env on EW n REV PEER Pub R H on Env EW aPub REV R n H hIAQ 2017 on ain Pub EW H Env hof R 2017 ain 14 hhea H on Pub x2017 14 an FOR R hmaterials xand 2017 H 14 FOR PEER Pub aand xschools hhe 14 PEER 2017 REV H xand aPEER FOR REV 14 EW hand 2017 xPEER REV EW FOR 14 REV EW PEER x FOR EW PEER EW REV EW 13 oD1 13 21 o 13 21 o 13 21 o 21 13 o 21 1                                                   A B A Aand A B A B A A B A A B A B A A A B A A B A A B A B Bhandwork A A A C A A A B B A Ain B C B A B A C C B A A B D1 C A C BD1 A A D2 A B D1 C B A B C D2 C B C A D2 D1 C A B D2 A B C B C D1 C D                                                                              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produc s and ma er a s used n handwork the occupation the occupation period the occupation the occupation the period occupation period period the occupation theperiod occupation the period occupation the period occupation the period occupation the occupation the period occupation period period the period occupation the occupation the period occupation the period occupation period period Tab Tab e 2 Tab e AP 2 Tab e m AP 2 ga m e AP Tab 2 on ga m AP e measures Tab on 2 ga m measures AP on e ga Tab 2 m measures on and AP Tab e ga 2 measures m and Tab e s AP on 2 app ga and Tab measures e m s AP 2 app on ca and ga e m s AP measures 2 app on ca Tab on ga m AP s and n on app measures ca Tab on ga e m he 2 n on measures s and s ca on Tab ga e app he AP ud 2 n measures on s on m ed and he s e AP ud ca Tab app 2 n measures ME s ga m ed and on ud he AP s e ca ME app on s 2 ga n ed and Tab m ud s on measures he AP ME app on ca and ga ed e s s n m 2 measures ud app on ME on ca he AP s ga ed 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ors abora schoo co o abora schoo ors co s schoo abora ors s s ors co abora co abora co ors abora ors ors (glues, (glues, paints) (glues, paints) could paints) could (glues, positively could positively (glues, paints) positively influence paints) (glues, could influence (glues, influence could behaviour positively paints) (glues, behaviour paints) positively (glues, could behaviour paints) (glues, and influence could paints) positively (glues, and lead influence could paints) positively lead and to behaviour could (glues, paints) improved positively lead to influence could behaviour improved positively (glues, paints) to influence could positively improved and influence behaviour could positively lead and influence behaviour to influence positively could behaviour improved influence to behaviour positively improved lead behaviour influence lead to behaviour improved and lead to influence improved behaviour and lead to improved lead and to behaviour improved lead to and improved to lead 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Education Education children. about children. good Education good practices about Education good practices about good practices of ventilation, practices about good of children. of practices good children. ventilation, of children. cleaning ventilation, practices cleaning children. of Education ventilation, cleaning Education children. of about cleaning and hygiene, Education about children. and hygiene, good cleaning about and good practices about cleaning good hygiene, Education practices about good practices hygiene, of ventilation, practices good of about hygiene, ventilation, of practices good ventilation, of cleaning ventilation, cleaning of ventilation, cleaning of cleaning and hygiene, ventilation, and hygiene, cleaning hygiene, and cleaning hygiene, and hygiene, and hygiene, Open Open Open windows the Open windows the windows the the windows to outdoor the outdoor the to outdoor the outdoor the the door and the to the door the to inner the door to inner the corridor inner the corridor inner corridor before corridor before before before Type Type Type Measure Measure Type Measure Measure RF1 RF1 RF1 RF1 RF1 RF3 RF3 RF3 Type Type Type Type Measure Measure Measure Measure Measure RF1 RF1 RF1 RF1 RF Open Open he Open w he ndows w Open he ndows o ndows he Open o w ou ndows he door o ou w he door and ou o door and he ou oAP door and he door he door ou he o and door he door o he he and door oand nner corr he he onner corr door dor he be dor corr nner oo ore he dor corr ore nner be dor ore corr be dor ore be ore nType nwindows Env nEnv on REnv non Rthe Env on nType Pub Rchildren. H on Env awindows Pub H hEducation 2017 on aabout Pub H hnEducation R2017 a14 hn H Env Pub xoutdoor 2017 14 aabout FOR n Env hSemi-open on xoutdoor 2017 H 14 FOR PEER R anMeasure Env on xoutdoor hthe FOR 14 PEER Pub 2017 Rn REV on x PEER FOR Pub R n REV Env 14 EW H ax PEER Pub n REV Env EW FOR on H hventilation, 2017 ato R Env EW on hType 2017 awindows 14 Pub R on EW hEducation xREV 2017 14 Pub R FOR H xEnv EW aga 14 Pub FOR PEER H hand xTab 2017 awindows FOR PEER H hventilation, REV 2017 PEER hSemi-open REV EW xhe 2017 14 FOR REV EW xhe 14 FOR PEER EW xoutdoor FOR PEER REV PEER REV EW REV EW EW 13 oME 13 21 ohe 13 21 o 13 21 o 13 oed 21 Type Measure Measure Measure RF1 RF1 RF1 RF3 RF3                                            s21       Semi-open toPub outdoor and doors to the inner corridor during the occupation Tab ePub 2H AP m on measures ea14 2sdoor AP m and ga Tab sndows app on ehe measures ca Tab ePEER 2A on Tab em AP 2 n ga em he AP 2EW spractices on ga m snner AP ud Tab app measures on ga m ed eand measures ca ME on 2 ga Tab on measures AP on and eto n m 2measures and he sbe ga sapp and ud m on s app ed ca and ga measures s ME app on ca on s n app measures on ca he and non ca s he ud n on s s and app ed he ud n ME sD2 ed he ud ca s app ME sA ed on ud ca n ed on ME s nud he ed ME ud g ues pa n cou d pos ve yand n uence behav our and ead mproved Semi-open Semi-open windows Semi-open Semi-open to the windows Semi-open to windows the to and windows the to Semi-open and to outdoor to Semi-open the doors and the outdoor inner doors to and Semi-open the windows corridor doors to Semi-open and inner the to doors to inner Semi-open the corridor the to the windows to corridor inner the outdoor the during to windows corridor inner and the to the and doors corridor the windows during outdoor doors the to the and the during outdoor the to to inner doors and the the the inner outdoor doors corridor to and the 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A D1 D2 B D2 C AD2 A A B CD2 C D A A B A A B B A A B A A A B A B A B A A A B A A B A A B C A B A A A A A A A A B B A A B A A B A A A B A C B A A C B B A C C B A D1 B D1 D2 D1 charac charac er charac soutdoor er cs charac sabou oTab cs sabou oTab cs aand sabou n on cmpor cs ahealth cer ean n ooutdoor cmpor ahe cer ng n aproduc ean ng n cschools produc ng sschoo produc ng and sproduc and ma sduring er and ma asand er and sCR1 ma used aoof er sCR1 ma used aecorridor n er s2 handwork used aecorridor n sB handwork used n handwork handwork eer 2cer eer AP 2cer Tab em AP 2and ga m eAP Tab 2ean on m AP measures Tab on 2ga m measures AP on ein ga 2certain m measures on and AP ga measures m and son app ga and measures sod app on ca and Tab s measures app on ca Tab sB and n on app ca he AP 2 non sPRIM1 and ca Tab em app he AP ud 2and n on ga m ed he sen AP ud ca Tab app 2n ME on ga m ed on ud he AP ehandwork measures ca ME on s2ga n ed Tab m ud on measures he AP ME on ga ed es n m 2JI1 measures ud ME on and he AP ga ed measures s and ud m ME son app ed and ga measures s ME app ca on and s app measures on ca s and n on app ca he n on sPRIM1 s ca and app he ud n on sB ed he ud ca sCR3 n app ME s ed on ud he ME ca sC n ed ud he ME on ed sC nud ME he ed s ME ud ed                                                   s uden sshealth and uden sabout and uden she abou s the mpor suden abou he and ance s mpor abou he and sstudents, and uden mpor and sstudents, ance he uden nTab soccupation sstudents, mpor uence ance and uden soccupation and n ance sthe he uence he and he uence AQ o nhealth ance he n uence ocmpor schoo AQ ance he and oean ance sAQ n and nand he uence n n AQ schoo uence sinfluence nand oof n uence schoo sthe he o AQ he sproducts and AQ he n schoo AQ nTab schoo sn and schoo sB and s and                                                                                                                    health health health health health health health health health health students, importance and influence about about about of the students, the importance the importance in about influence the influence importance and of IAQ the and IAQ the influence in schools IAQ in schools in of schools the IAQ in schools and occupation period occupation period occupation period CR1 JI1 JI1 CR1 PRIM1 JI1 CR1 JI1 PRIM1 CR1 PRIM1 JI1 CR1 PRIM1 JI1 CR1 CR1 PRIM1 JI1 CR1 PRIM1 JI1 PRIM1 JI1 CR1 PRIM1 CR1 PRIM1 JI1 CR1 JI1 CR1 JI1 PRIM1 CR1 PRIM1 JI1 PRIM1 JI1 PRIM1 JI2 JI2 PRIM2 JI2 PRIM2 JI2 PRIM2 JI2 PRIM2 JI2 PRIM2 CR3 JI2 PRIM2 CR3 JI2 CR3 PRIM2 JI2 PRIM2 JI2 PRIM2 CR3 PRIM2 JI2 CR3 JI2 PRIM2 CR3 JI2 PRIM CR3 JI2 C P nthe Env on R Pub H aga he 2017 14 xand FOR PEER REV EW period characteristics characteristics characteristics characteristics ofperiod certain of characteristics certain of cleaning characteristics certain of cleaning certain cleaning of products certain cleaning products of products certain and cleaning products characteristics and materials cleaning characteristics and materials products characteristics materials used products characteristics materials used of and in certain handwork used of characteristics materials in and certain handwork used of cleaning materials characteristics handwork of in cleaning used certain handwork cleaning of products in used certain handwork cleaning products in of handwork certain and cleaning products and materials cleaning and materials products materials used products materials used and in used materials in and handwork used in materials handwork in used handwork in used handwork in handwork the occupation the occupation the period period period period he occupa he occupa he on occupa per he on occupa od per on he od per occupa on od per on per od hea h occupation occupation period period occupation occupation period occupation period period CR1 JI1 CR1 CR1 PRIM1 JI1 CR1 JI1 PRIM1 PRIM1 JI1 CR1 PRIM1 CR1 JI1 CR1 JI1 CR1 PRIM1 JI1 PRIM1 JI1 PRIM1 PRIM1 JI2 PRIM2 JI2 JI2 PRIM2 JI2 PRIM2 PRIM2 CR3 JI2 JI2 CR3 PRIM2 JI2 CR3 PRIM2 JI2 PRIM2 CR3 PRIM2 CR3 CR3 C occupation occupation occupation period occupation period occupation occupation period occupation period period period occupation occupation period occupation period occupation period period Type Type Type Type Type Type Type Measure Type Measure Measure Type Type Measure Measure Type Measure Type Measure Measure Measure Measure Measure Measure Measure Measure RF1 Measure RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF RF3 RF3 RF3 RF3 RF3 nType nEnv nAwareness Env on RAwareness Env non Pub RAwareness Env onnron Pub RAwareness H on Env aPub nRType H hsPub 2017 on ara Pub Env H hnhe R 2017 a14 on hn H Env Pub xso 2017 14 aR FOR nEnv hra on x2017 2017 H Pub 14 FOR PEER Rn aAwareness Env on xna hra FOR PEER Pub 2017 H R n REV Env on xx an PEER FOR Pub R ho n REV Env 14 EW on H 2017 ahe xPEER Pub R n REV Env EW FOR on H hschoo 14 2017 ahe Pub Rspos Env REV EW on H xPEER hType FOR 2017 a14 Pub Rspos on H EW hna n xREV 2017 PEER a14 Pub R FOR H hhe xd Env 2017 EW a14 Pub FOR REV PEER n H huence xabora 2017 on aeachers 14 FOR PEER EW H Env hREV R x 2017 a14 FOR PEER hAwareness REV on Pub EW xabora 2017 14 FOR PEER R REV EW xna H 14 FOR PEER Pub aREV EW xna hbehav FOR PEER 2017 REV H EW a PEER REV 14 EW h 2017 x REV EW FOR 14 EW PEER x FOR REV PEER EW REV EW 13 o 13 21 o 13 21 o 13 21 o 21 13 o 21 1 n Env Res c Hea h 14 FOR PEER REV EW 1 Tab e Tab 2 AP Tab e 2 m Tab e AP 2 ga Tab e m AP 2 on ga e m AP measures 2 on ga m AP measures on ga m measures and on ga measures on and s app measures and ca app and s on app ca and s n app on ca he s n app s on ca ud he n on ed ca s he ud ME n on s ed he ud n ME s ed he ud ME s ed ud ME ed ME g ues g ues pa g ues pa s g n cou ues pa s n cou d pa n cou d ve cou d pos y ve n pos y ve n y uence ve n behav y uence n behav uence our behav and our and our ead and our ead mproved and ead o mproved ead o mproved mproved ra s ra ng o ng s o ng coord he coord he na coord ors o ors na he ors schoo ra o s ng Awareness schoo o eachers he eachers s coord eachers co ra s na co ng ors s abora o co ors o he he ors coord schoo ors s ors eachers o he schoo co abora s eachers ors co abora ors Awareness Awareness ra Awareness s ng Awareness o ra he s ng ra coord s o ng ra he o s coord ors ng he ra o coord o na s he he ng ors coord na schoo o o ors he he na s coord o schoo ors eachers he o na schoo s ors he eachers co schoo s o abora eachers he s schoo co ors eachers abora co abora eachers ors co abora ors co ors abora ors raising raising Awareness of raising the of ra Awareness coordinators the of ng coordinators the o s coordinators ng he o coord of s ng the he of o coord na schools, the of he ors schools, the coord na o schools, teachers, ors he o teachers, schoo ors teachers, collaborators o schoo s he collaborators schoo collaborators eachers co s eachers abora co abora ors co abora ors ors CR1 JI1 PRIM1 CR1 JI1 CR1 CR1 JI1 CR1 JI1 CR1 PRIM1 JI1 PRIM1 JI1 PRIM1 CR1 PRIM1 CR1 JI1 PRIM1 JI1 PRIM1 JI2 PRIM2 JI2 PRIM2 CR3 JI2 JI2 PRIM2 JI2 CR3 PRIM2 JI2 PRIM2 PRIM JI2 n Env on Rch Pub ndren H ato Env hthe 2017 on 14 R x Pub FOR PEER H n awindows hn REV Env 2017 nthe Env EW on 14 R Env n on xto FOR RSem Env on n Pub Rand H on Env aa Pub REV R houtdoor 2017 on ato Pub EW H R 2017 ato 14 hdoor H on Pub xven 2017 14 aAP FOR R hthe x 2017 H 14 FOR PEER Pub abefore x hand FOR 14 2017 REV H xand aTab FOR REV 14 EW 2017 x PEER REV FOR 14 REV EW PEER FOR EW REV PEER EW EW 13 o 21 1 ch dren Educa dren ch on Educa ch abou Educa dren on good Educa abou on ch prac abou dren ch good on ces dren ch abou good Educa prac owindows dren ven Educa prac good ces on Educa aowindows abou ces prac on on ven oPub abou con ces good ven ean aPEER abou o on good ng prac ven cnH and good on ean ces aEnv choutdoor hyg ng ean prac on o ces and ene ng cdoors oof ces hyg and ven apaints) oof ng ene hyg on ven and aPEER ccleaning on ean aPEER chhe on ng ean ene cEW and ng ean and hyg ng and hyg ene ene ene children. 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Education Education of ventilation, Education about children. about about cleaning practices practices and about of hygiene, ventilation, good ventilation, ventilation, practices cleaning of cleaning ventilation, hygiene, hygiene, cleaning hygiene, and hygiene, Open Open the Open windows the windows the windows to Open the to outdoor Open the the to outdoor windows the the and outdoor Open and Open the to the door Open and windows the to outdoor door Open the the windows the the door Open to outdoor windows the inner to the Open to windows the inner to the the corridor and the windows Open the inner door corridor the windows the before corridor Open outdoor and the to the windows before outdoor and to inner the to the door outdoor and the the windows inner corridor door to and outdoor the to the the door and the corridor to outdoor to inner the before door the and to the inner the door corridor outdoor before to and inner the door to the inner corridor before and to door inner the before the to inner corridor door before the before corridor inner to the corridor inner before corridor before before Type Type Type Type Type Type Type Measure Type Measure Measure Measure Measure Measure Measure Measure RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF3 RF3 RF3 RF3                                             Open the windows Open the outdoor windows during Open to the the the windows outdoor painting/collage during to the outdoor the activities painting/collage during the painting/collage activities activities A A B A B A A B A A B A A A B A A B B A A B A Bcorridor A A B A A B A A A B A A A B A B A A B A B C B A A A B B C A A A B C A B A A A B A C A C B A A A B A B B C A D1 C A A A B A B C D1 A A A A D2 B C A B A D1 C A B D2 B A A B C B D1 D2 C A B B B A C A A AD2 D1 B C C A B B A A A C D2 A D1 B C A A B A B C D1 D2 A B C A B C D (glues, (glues, paints) (glues, paints) (glues, could paints) could (glues, paints) positively could 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used er n sschoo produc aeachers handwork and sused nhe and ma handwork sshe er and ma nto handwork aeachers er sors ma used aeachers er sors used aeachers no scorridor handwork used n handwork n handwork characteristics certain characteristics characteristics products characteristics and certain characteristics certain of cleaning certain cleaning used products of in products certain handwork products cleaning materials materials products materials in and in materials in used in the occupation the the period the occupation the occupation period occupation the period occupation the occupation period period occupation the period occupation the period occupation period the period occupation period period Open the windows Open to the outdoor windows and Open the the the door windows to the and inner to the the corridor outdoor door to during and the inner the door the during inner during Tab e 2 AP m ga on measures and s app ca on n he s ud ed ME Awareness Awareness Awareness ra Awareness soer ra ng sof Awareness o ra ng he sn ng ra Awareness coord he sooperiod ng coord Awareness ra he na oimportance sproduc coord Awareness ors ng he na ra ocoord oto Awareness ors sahe na ng he he ra ooccupation Awareness ors ocoord na schoo soutdoor he ra ng oand he ors schoo soof o he coord ra ng na ser Awareness o he schoo sn oors ra ng he sand Awareness coord na he sn oschoo oeachers ng ser Awareness he he o na co ra o schoo coord s ors he s abora Awareness na co he eachers ra ng coord ors schoo s s abora o na co ng ra he ors Awareness o ors he abora s o na schoo co s ng ors coord o ra ors he eachers abora o schoo ors coord o co s ng he na schoo ra he o ors coord s na s co schoo he ng o s abora ors coord na o co he s ors he schoo abora eachers co he ors na coord o schoo abora ors co he s ors o na abora schoo eachers co s ors ors he abora eachers schoo ors s o co eachers he ors s abora schoo co eachers abora co ors s abora eachers co abora ors co ors abora ors health health health health health health health health health health health health occupation occupation occupation period period period occupa occupa on occupa per occupa per on od per occupa on od per on od per od CR1 CR1 JI1 CR1 JI1 CR1 PRIM1 JI1 CR1 PRIM1 JI1 PRIM1 JI1 PRIM1 JI2 PRIM2 JI2 PRIM2 JI2 JI2 PRIM2 PRIM2 CR3 CR3 CR3 C he occupa on per od A A B A B A A B A A B A A A B A A B B A A B A B A B A A A A B A A A B A B A B C A A B C A A B B C A B A A A C A B C B A A A B B C A D1 C A A B B B C D1 A A A B D2 B C A D1 C B A D2 B A A B D1 A D2 C B B A A A D2 A D1 C B A A A B D2 D1 A A B C D2 A B C A A Open the Open windows the windows to the outdoor to the outdoor and the door and Open Open to the the door windows the inner Open to windows the corridor the inner to the windows corridor during outdoor outdoor to during and the outdoor and the door the door and to the the to inner the door inner corridor to the corridor inner during corridor during during                                             Awareness Awareness ra Awareness s ng Awareness o ra he s ng ra coord s o ng Awareness ra he na o s coord Awareness ors ng he o coord o Awareness na he he ra Awareness ors coord na schoo s ra ng o ors s o he ra ng na s o he schoo s o ors eachers ra ng he coord he s o schoo o ng s coord he he o na eachers co schoo coord s ors he abora na eachers coord o ors s na co he ors eachers o ors abora na schoo co he o ors abora schoo he ors o co s schoo eachers he abora ors s schoo eachers s ors eachers co s abora eachers co abora co ors abora co ors abora ors ors Open the Open windows Open the windows to Open the the windows outdoor Open the to Open windows the the to and outdoor Open windows the the the windows to outdoor the door the and windows to outdoor Open the to the and to the door outdoor the the the inner to and Open outdoor to the windows door the the corridor outdoor and Open the to inner door and the windows to the to during corridor Open inner 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door the and the the door outdoor the to inner the door to the inner the corridor to door inner the corridor the to inner corridor door before before corridor inner to the before corridor inner before corridor before before                                   Type Type Type Type Measure Measure Measure Measure RF1 RF1 RF1 RF1 RF                                                                         Open Open the Open windows the Open windows the windows the to the windows to outdoor the to outdoor the to during the outdoor during during painting/collage painting/collage the painting/collage the painting/collage activities activities activities activities                                                                                                I Type I the I lunch Open Open he w he ndows w he ndows w o ndows he he o w ou he o ou w ndows dur ou o door dur ng ou o he ng dur door he pa he ou ng n pa door ng he n ng pa co ng dur he age co pa ac age n co v ng ac age pa es co v n ac age ng es v co ac es age v ac v es Type Type Type Type Type Type Measure Measure Measure Type Measure Measure Measure Measure Measure Measure Measure RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF3 RF3 RF3 RF3 RF3 A B A A A B A B A A B A B A BCR1 A A B A A B A A B A B A B A A C A B A A A B C A B B C A B C C A B C A D1 B C A B C D1 D2 B C D Sem open w ndows o he ou and doors he nner corr dor dur ng he Tab eathe 2sn Tab edoor 2the Tab edoor m AP 2ean en m AP 2and m AP measures on m measures on ga measures on and measures and app and she app ca and s app on ca sA n app on ca he n on ca s he ud n on ed he ud n ME s ed he ud ME sA ed ud ME ed ME Awareness Awareness Awareness ra Awareness suden ra ng sbreaks Awareness o ra ng he sn ossto ng ra coord he sooto ng coord ra he na o sproduc coord ors he na ra ocoord oto she na ng he oand oand coord na schoo othe Awareness he ors schoo he na sean Awareness o schoo ors he sng Awareness na o schoo sMeasure ors Awareness he sdoor co ra ng o scorridor sbreaks abora Awareness o he ra ng he schoo sn abora oand co ng ors coord Awareness he so co sAQ ng ors coord ra he eachers abora on so ors coord ors ng he na ra o ors coord oto ors na sco he he ng oB ors abora ors coord na schoo o he o ors he schoo he ors na sschoo coord o schoo ors sschoo o na schoo eachers sschoo ors he co schoo ong abora co he sA abora schoo co ors co ors abora ors co abora ors co ors abora ors                                                                                                                                    the lunch the breaks and breaks the lunch the lunch and the and breaks lunch breaks and breaks the lunch and lunch the lunch the breaks lunch and the breaks lunch the lunch the breaks and lunch and breaks and breaks the breaks lunch the and lunch the lunch the breaks lunch breaks breaks and sType uden and slunch sthe and sswindows and uden scs abou sAwareness uden abou and ance sthe abou and sand and uden and sors ance uden nthe soccupa and sors uence ance uden soccupa sma abou uden n o soutdoor he uence abou he n sand mpor he uence abou AQ o mpor he ance he n uence o schoo he ance he and mpor o ance sAQ n n and schoo he ance uence and n nTab schoo uence she and and n uence schoo she he n and o uence AQ o she AQ he n o schoo AQ he n AQ sand n and sB n and sn and sA JI1 PRIM1 JI2 PRIM2                                                                                                                         breaks A B A B A A A A B B A B A B C A A A A B A B B A A B C B A C D1 A B A D2 A A B charac charac er charac sand er cs sabou oof er cer oof ahe cer oof cmpor acs cer ean n cscleaning ashe ean ng n cmpor ean ng charac produc ng sn er produc and sabou sper cs and o sance er charac and ma cer aeachers er aand sma used n aeachers er er sn ean sabou used aeachers nsmpor cs she ng handwork used o n cer handwork n ama handwork n csand ean and ng ma er aschoo scer used sga and ma handwork er a snoma used n handwork charac er charac sprac cs charac oand er cer sAQ charac er aproduc sand o cra cs cer charac er ean oo ng cs cabou er produc o aco ean sand n cer cproduc cs ng ahe ohe sga produc and ng cdoor ean produc ahe ma n ng sga cn er and ean produc aeachers she sma and ng used produc er son and aeachers n ss er handwork used aeachers sand sc and er n aeachers ma handwork used n er handwork aeachers sB n used handwork handwork characteristics characteristics characteristics charac certain charac er certain sand cleaning charac certain er cer cs er cleaning o products ahe sgood cer cmpor products ean oEduca ahe products cer ng cmpor ean ahe produc n ng cmpor produc speriod and produc ma soutdoor in er ma sco in aeachers and sacven used er in aeachers sang used n er handwork ana sng used n handwork n handwork he occupa he occupa on he on od per on od per on od per od A A B A A A B A A B A A A B A A B A B A A B A A A B A A B A A B B A A A B C A A A A B B C A A B A B C A B A B A C B C B A A B C A D1 C A A B A B C D1 A A A D2 B A B D1 C B D2 B B C D1 A D2 C B C A AD2 A D1 C A B A A B D2 A B C A C B C D1 B C A C D         hea hthe hea hea hEduca habou hea habou hea hea hnon hea h hven health health health health health and sEduca uden scs and he mpor uden ance scs abou and and ngood he and smaterials uence uden and smaterials uden o soccupation ance smaterials abou uden he scoccupation scon and AQ uden abou n and scs mpor schoo he uence abou sean mpor uden he and ance sven and mpor he scer sance he and uden mpor AQ ance and n sthe ance uence n abou and n mpor uence and n o suence he n and ance o mpor uence AQ he oo and ance AQ he nprac o schoo AQ and he n uence schoo AQ snma n and schoo o uence sused nean and schoo he sosng and o AQ s he and n schoo AQ n sn schoo and sA and occupation occupation occupation period period period occupation occupation period occupation period occupation occupation period occupation occupation period occupation period occupation period period occupation period period Open windows Open to the outdoor windows and Open to the the the door windows outdoor to the and inner to the the corridor door to during the inner the door corridor to the during inner corridor during ch dren ch dren ch dren ch dren on Educa ch abou on Educa dren ch on good Educa abou dren on ch good prac abou dren Educa ch prac ces dren ch abou good prac o ces on dren ch Educa prac abou o ces dren on ven Educa a o abou ces prac ch good on on ven Educa a o abou dren ch c on on ces good ven ean a abou dren ch o on Educa good ng ean prac a ces ven abou dren c and Educa on good ng ean ch o prac ces on and hyg good Educa dren ng prac on abou o ces on ch and hyg ene c prac Educa abou o ean ces dren on hyg good and ene ven a o abou c ces good ene hyg Educa ean on ven on prac and a o abou c good ng ene on ven prac ean hyg a ces and on c on ng ean prac good ene a o abou ces hyg c on and ven ng ean o ces prac ene c good and ven hyg ng ean a on and hyg ces ven ene ng a c o and hyg ene ean a ven ces c hyg on ene ng ean o a and ene ven ng on and hyg c a ean hyg and ene on ng c ene hyg ean and ene ng hyg and ene hyg ene CR1 CR1 JI1 CR1 JI1 CR1 PRIM1 JI1 PRIM1 CR1 JI1 PRIM1 CR1 PRIM1 JI1 CR1 PRIM1 JI1 CR1 JI1 CR1 PRIM1 JI1 CR1 PRIM1 JI1 CR1 PRIM1 JI1 CR1 PRIM1 JI1 CR1 PRIM1 JI1 PRIM1 JI1 PRIM1 CR1 PRIM1 CR1 JI1 PRIM1 JI1 PRIM1 JI2 JI2 PRIM2 JI2 PRIM2 JI2 PRIM2 JI2 PRIM2 JI2 PRIM2 CR3 JI2 PRIM2 CR3 JI2 CR3 PRIM2 JI2 CR3 PRIM2 JI2 PRIM2 JI2 CR3 PRIM2 JI2 CR3 PRIM2 JI2 PRIM2 CR3 PRIM CR3 JI2 C Type Measure RF1 n Env on R Pub H a h 2017 14 x FOR PEER REV EW the occupation the occupation the occupation the period occupation the period occupation period the period occupation period period the occupation the the the period occupation the period occupation period the period occupation period period Open Open the Open windows the Open windows the windows the to the windows to outdoor the to outdoor the to outdoor and the outdoor and the door and the door and the to the door the to inner door to inner the corridor to inner the corridor inner corridor during corridor during during during Open Open he Open w he ndows w Open he ndows w o ndows he Open he o w ou he ndows he door o ou w he door ndows and ou o he door and he ou o door and he door he door ou he o and door he door o he nner he and door o nner corr he he o nner corr door dor he dur corr dor nner dur he ng dor corr nner ng dur dor corr ng dur dor ng dur ng Awareness Awareness Awareness ra Awareness s ng ra Awareness o s ra ng he s o coord ra ng he s o ra ng coord na he s o ng ors coord he o na o coord ors he na he coord o ors schoo na he o ors na schoo s he o ors eachers schoo he o s schoo eachers he s co schoo eachers s abora eachers co s abora eachers co ors abora co ors abora co ors abora ors ors occupa on per od Env ron Res Pub c Hea h 2017 14 x FOR PEER REV EW 13 oCR1 21 CR1 JI1 PRIM1 JI2 PRIM2 CR3 and and sgType uden and sgEduca uden sssOpen and abou ssdren sEduca abou and uden sspos he abou sto mpor spos and uden he abou mpor sy he ance sthe uden mpor abou he ance and sues mpor abou he and n mpor uence ance and n he and uence n mpor ance o and son uence uden he n o and and scoord ance uence AQ uden he o sand scoord n and and abou AQ uden he n o sthe schoo abou AQ n and uden he sdoor he o abou sAQ n sand and mpor schoo spos uden he and abou sabora oto and mpor AQ he schoo sand ance she ssven uden and abou n he AQ ance schoo sand and mpor sabora ance n abou he n schoo s mpor uence ance and n he uence son and n and ance o mpor uence he n o and uence ance AQ he o n AQ he and n uence o schoo AQ n he n schoo othe uence sAQ n and schoo he sabora n and oAQ schoo s he and n schoo AQ smproved and nco sRF1 schoo and sA and CR1 JI1 PRIM1 CR1 JI1 PRIM1 CR1 JI1 CR1 JI1 CR1 PRIM1 JI1 PRIM1 CR1 JI1 PRIM1 CR1 PRIM1 JI1 PRIM1 JI1 PRIM1 JI2 PRIM2 JI2 PRIM2 CR3 JI2 CR3 PRIM2 JI2 PRIM2 JI2 PRIM JI2 P Open the Open windows the windows to the outdoor to the outdoor and the door and Open Open to the the door windows the inner Open to windows the corridor the inner to the windows corridor during outdoor during the outdoor the door the door to the the to inner the door inner corridor to the corridor inner corridor during ch dren ch dren ch on ch abou Educa dren good Educa abou on ch prac dren ch good on ces ch good Educa prac ow dren ch ven Educa prac good ces dren on Educa ao abou ces prac on ven Educa abou con ces good ven ean aeachers abou on oon good ng prac auence ven abou cslead and good on ean prac ces auence coutdoor hyg good ng prac on o ces ene ven ng cn prac o ean ces hyg and ampor o ng ces ene hyg on ven and ao cand ene on ven ean hyg aeachers c2and on ng ean ato ene cuence and ng ean coutdoor and hyg ng ean and hyg ene ng and hyg ene hyg ene ene                            JI2                                                                                                                                 Open the Open the windows Open the the windows outdoor Open to Open windows the the and outdoor Open windows the the the windows to outdoor the door and windows to outdoor Open the to the and to the door outdoor the the the inner to Open outdoor to the windows door the corridor outdoor and Open the to inner and the to the to during corridor Open inner door and the the windows door outdoor to corridor inner the to the door during the to windows inner corridor the and outdoor to during the inner the the corridor outdoor inner during door corridor and the corridor the during to and the door during the inner during and to door the corridor the to inner door during corridor inner to the corridor inner during corridor during during TypeType Type Type Type Type Type Type Measure Type Measure Type Measure Type Type Measure Measure Type Measure Type Measure Measure Measure Measure Measure Measure Measure Measure RF1 Measure RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF RF3 RF3 RF3 RF3 RF3 A B A B A A B C A g Type ues ues pa n ues pa n cou pa cou d cou d ve d pos ve n uence ve ginfluence n y uence n behav pa uence behav sthe our cou behav and our g d pos and our ead pa and ead ve n o sschoo y mproved ead o cou n mproved uence o d mproved behav ve y our n uence ead behav o mproved our and ead ong mproved                                                     gdoor ues pa g n ues suence g cou pa ues n d pa sschoo pos cou n son pa ve gn cou ues pos y n d pa cou pos uence ve y d s ve pos n cou behav y uence d n ve pos our yn behav n ve uence behav our ead n behav uence our o mproved and ead our behav ead and mproved our o ead mproved and oors ead o mproved (glues, (glues, paints) (glues, paints) gswindows could paints) ues could g pa positively ues could n positively son g pa cou positively n influence sna d pa cou n sdoor d ve cou influence behaviour y n behaviour ve uence y behaviour n ve uence behav y lead n behav lead our to improved to behav our improved to ead improved our ead and mproved o ead mproved o mproved II II II II Awareness Awareness ra Awareness sance ng ra Awareness o sou ng Awareness he o coord ra he sn ra ng Awareness na sn o ra ng ors Awareness he sdoor o na ng o coord ors he Awareness o he ra coord o he schoo swindows na ng ra he coord Awareness ors sd na schoo o ra ors he eachers oprac he coord o sand ng ors he schoo eachers ra o coord o na sand co schoo he he sand ors abora coord na schoo o co ser ors he abora ors he na coord s o schoo ors co he ors o na schoo abora co s ors he abora co schoo ors oduring abora eachers he ors so schoo co ors eachers co sduring abora eachers co abora ors ors abora ors                                  Sem Sem open Sem open Sem ndows open w ndows open o ndows w he o ndows ou he door ou he o door ou and he door ou doors door doors o and doors o doors nner o nner corr o nner corr dor nner corr dor corr dur dor ng he dur dor ng he dur ng he ng he Tab eng AP m ga on measures and app ca on n he sA ud ed ME Awareness Awareness Awareness ra Awareness suden ra ng sn Awareness o ra ng he sn o ng coord he soues ra he o soy coord Awareness ors ng he na odren coord oto ors he he o ors coord na schoo he ra o ors schoo sand he ng na sndows Awareness o schoo oors sng he o schoo he co ra sn abora na co eachers ng ors abora oean co ors oand he co he ors coord abora schoo ors co na ors sto o ors he schoo abora syer eachers co abora ors ch dren Educa on abou ch dren good Educa prac on ces ch abou o dren ch ven dren good ch Educa aues dren ch on Educa prac dren con Educa ean ces abou on Educa ng ch o abou on ven and good dren abou ch hyg good ao prac Educa abou dren on good ene cthe ces good Educa ean on prac o ces abou ng ven prac oinner ces and on ven good aeachers o abou ces hyg on ven aeachers o prac ene cand good on ven ean aeachers cbe on ces ng ean prac aactivities cand o on and ng ean ven ces cer and hyg ean o aA and hyg ene ven ng on and hyg ene c a hyg ene on ng cJI1 ene ean and ng hyg and ene hyg ene Open Open w ndows he w Open he ocs ndows w ndows he ou o w door Open he ndows ou and Open he he Open ou o he w door door ndows and w he ndows and he o w o door he he he and nner o door ou o he he o he door ou o he nner door dor ou and o nner door corr be ore dor corr door nner he be door dor he corr o ore door he be o dor ore nner he o be nner he corr ore nner corr dor corr be dor ore dor ore be ore CR1 CR1 JI1 CR1 JI1 CR1 PRIM1 PRIM1 JI1 PRIM1 PRIM1 JI2 JI2 PRIM2 JI2 PRIM2 JI2 PRIM2 PRIM2 CR3 CR3 C and the the door to to the inner outdoor corridor the before the the to to and to the door before to before inner before corridor before                                         Type Measure Type Type Type Type Measure Type Measure Measure Measure Measure Measure Measure RF1 RF1 RF1 RF1 RF1 RF1 RF1 RF RF3                                                                          Open he wType ndows o he he ou door and he door he nner corr dor dur ng and aand er he                                                                                                       Measure RF1                                                                                                 Open Open windows the the windows to Open the outdoor the the to outdoor windows the the during outdoor during Open to the the the Open during the painting/collage to the outdoor Open the the painting/collage the Open outdoor windows the to painting/collage Open the the to outdoor during the Open the the to outdoor windows painting/collage activities to the Open outdoor during activities windows painting/collage outdoor during the to outdoor during the windows painting/collage the to during outdoor activities the the during outdoor to painting/collage activities the during the painting/collage the outdoor painting/collage activities the painting/collage during the activities painting/collage activities the activities painting/collage activities activities activities and after the cleaning activities after the cleaning after activities the cleaning activities charac charac er charac sthe er cs charac o er cs cer swindows o charac er ato cer she o cra charac acs cer er ean n oto csng ascoord cer ean ng charac n cs er coabou produc opos alunch ean ng charac n cer cer produc ng charac ean opos ana swindows sn er produc cer cs charac and ng cd swindows o ean spos ahe er produc cs and ma n cer swindows o ng cmpor sw er cs ean er charac and ahe ma cer produc swindows o aeachers sthe ccs er charac ahe sunch ma and cer ean used o aType produc er cduring er acorr sunch charac cer ma so ean ng swindows used n and aeachers n ccs aproduc sshe er ean ng handwork swindows used o charac ma sactivities ag n ccs and produc cer sues ean ng handwork she o used er n sthe acs ma produc cer aeachers charac er ng handwork and sand o cssng used n er an produc cer ean and ma handwork n cs ana che er ssbreaks o ato er ean ng and ma used n sn cer handwork ahe sinner che produc cs er ng sors ma ean used o n apainting/collage n produc handwork er cer scorridor ma ng cA used ean ahe sinner n produc ao and scorridor handwork used ng sco cdur n and scorridor ma ean handwork produc used sthe n ma ng handwork n produc er sors son handwork used and aeachers ss used ma acorridor sn handwork used er n a ma handwork sng used nean er handwork a sB n used handwork n handwork A A B A B A B A A B A A A B A A A A B A B B A A B A A A B A A A B A B A A B A B C A A A A B B C A A B A A B C A B A A A B A C B C B A A B A B C A D1 C A A A B B A B C D1 A A A B D2 B C A B A D1 C A B D2 B A A B C B D1 A D2 C A B B A C A A A D2 A D1 B C C A B B A A A B C D2 A D1 B C A B C A B C D1 D2 B C A A B C D Semi-open Semi-open Semi-open windows Semi-open Semi-open windows the windows Semi-open to outdoor to windows outdoor the outdoor and windows the and outdoor the and doors to outdoor to Semi-open the doors the Semi-open outdoor inner doors the and inner the corridor to Semi-open and inner the corridor doors to inner Semi-open windows corridor during the to the windows to corridor during inner to Semi-open the outdoor the the during to windows corridor inner outdoor the the during outdoor the corridor the windows during and outdoor doors the the and doors during outdoor the to to doors and the the to the inner outdoor doors the and to inner the corridor doors to inner the to inner doors during the corridor during inner to the during corridor inner the during the corridor the during the the the the lunch the the breaks lunch and breaks and breaks breaks                                                      he he he and unch and breaks breaks and unch he breaks and unch and breaks and and uden and ssafter uden scs and sabou uden slunch and safter uden sproduc sma uden sto sto ance abou mpor ance ance n and uence ance and n ance uence and oto n uence he and n osng AQ uence he n o uence nato AQ he schoo o AQ he n oabou schoo sA AQ he n and schoo AQ sduring n schoo sB nprac and schoo sand and sA and                                                                                                                                                                  Open he w ndows he ou door ng he pa n ng co age ac v es ch dren ch dren ch Educa dren ch Educa dren on Educa ch abou on Educa dren abou ch on good Educa abou dren on good prac Educa good on prac ces good prac o ces on ven prac abou good o ces ch ven ao dren ces prac ch on ven o dren ch ccer on Educa ces ven prac ean dren cand ch o Educa ng ean aer ces ven dren con and Educa on ng ean ch o abou on cven and hyg Educa dren ng ean on abou on ch and hyg good ene cn Educa abou ean dren on hyg good and ene prac cn good ene hyg Educa ean on prac and ces abou good ng ene prac hyg ces and on ven prac good o ces hyg ven aao ces prac on good ven an o cand on ces ven ean aaB 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handwork used n ma ahe cmpor produc sacleaning ean ng used er n ssschoo produc aand ng handwork and sang sused nproduc ma handwork sabou er and ma n handwork asand er and sma used ao er sma used aene n er sdur handwork used n sene handwork used n handwork n handwork and after and the after cleaning and the and cleaning activities the and cleaning the and activities cleaning and after the activities cleaning the activities cleaning the cleaning activities after activities the activities after cleaning and the after cleaning activities the after cleaning activities the cleaning activities activities A B A A B A A B C A B D1 D2                                                                                                                           Awareness ra s ng o he coord na ors o he schoo s eachers co abora ors hea hea h hea h h hea h hea h hea h hea hea h h hea h hea h health health health hea h hea h hea h and s uden s abou and he s uden mpor s ance abou and and s n and uden mpor uence s uden ance abou o s s he and uden abou he AQ n mpor s uence n abou he schoo mpor ance o he s and he and ance mpor AQ and uence ance n schoo n and uence o s he n and o uence AQ he n o AQ schoo he n schoo AQ s and n s schoo and s and occupa occupa occupa on per occupa on od per on od per on od od and and s uden and s s s and abou uden s s and uden s abou s s uden he abou he and ance s abou he and s ance uden mpor and s ance he and uden n s s uence ance and abou uden n s and uence abou and n o s and he s uence abou uden he and mpor and s uence AQ uden he o s mpor he s n abou AQ ance uden he n uence o s mpor schoo abou AQ ance he and s schoo he o abou ance s AQ n and n and mpor he uence s and n and mpor AQ he schoo ance uence s n and mpor o ance uence schoo s and he o ance and AQ he n o s and uence and AQ he n schoo uence AQ n o schoo uence he s n o schoo AQ he s o and AQ he s n and schoo AQ n schoo s n and schoo s and s and c ean ng ac v Leave es                                                                                                  charac er ssthe cs o cer charac acoord nd cdoor ean er ng cs produc o cer charac speriod ahe charac n cod er charac ma sschoo er cs er charac sso oood aues produc er cs cer sused oo er cs ay cer ssn o charac sn n ccs ay cer ean handwork n oo cpos ma aors cer charac er ean ng nabora scser aors produc ean ng cs n ana cer so produc ean ng used sna cer speriod produc cs ng ana o sn produc cer ma cour ean sco adoor er and ma n ng ainner sco cthe er and scorridor ma ean produc used abehav er scorridor ma ng used aco er scorridor suence handwork used and aco n scorridor handwork used ma sn and handwork er nors acorridor ma handwork s used er aeachers sduring nA used handwork n handwork he occupa he occupa on he per od he on on od per on he od occupa per he occupa he occupa on per on per on per the occupation period the occupation the occupation the occupation period the period occupation period A A B A B A A B A A B A B Aduring A B A B AB A A A AB A A B C AB C A BC A B C A B C AB C D1 BC D Open Open the windows the windows to Open the to outdoor Open the to outdoor windows the the outdoor Open windows Open the to the door Open and windows the outdoor door Open the to windows the the door Open to outdoor windows the inner to the and Open to the windows the inner to the outdoor and the windows Open the to inner door corridor outdoor the windows to the to during corridor Open door outdoor and the to the windows during outdoor and the to inner the to the door outdoor during and the the windows inner corridor door and outdoor the to the the door and the corridor to outdoor inner the during the to the inner door the during to and inner the door to the inner the during to door inner the during the 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ors co schoo eachers he ng o shandwork ors abora ors coord schoo o eachers he o shyg he schoo eachers he ors na scoord abora ors eachers co sy o na abora she he abora schoo o co he ors snight abora schoo co eachers abora ors she ors co abora co ors abora ors occupation occupation occupation period period occupation period period occupation period period occupation occupation occupation period occupation period occupation period period occupation period Open Open the Open windows the Open windows the to the windows to outdoor the to outdoor the to outdoor and the outdoor the door the door and the to the the to the door to inner the corridor to inner the corridor corridor during corridor during during during ch dren ch Educa ch dren ch Educa on dren ch Educa abou dren on Educa abou good on Educa abou on good abou on good prac ces abou good prac ces ven good prac ces ven ana prac ces on aco ces co ean on ven aeachers oinner cand ng on ven ean ahe and cand on ng ean ato cand on and ng ean ene coutdoor and hyg ng ean and hyg ene ng and hyg ene hyg ene ene CR1 JI1 PRIM1 JI2 PRIM2 Open Open he Open w he ndows w Open he ndows w o ndows he Open he o ou he ndows he door o ou w he door ndows and ou o door and he ou o door and he door he door ou he oschoo and door he door o he nner and door o nner corr he he o nner corr door he dur corr dor nner osoon ng dor corr nner ng dur dor corr ng dur dor ng dur ng charac charac er charac er cs charac othe er cs cer swindows o charac er aon cer n she o cra charac acs cer er ean n oto csng an cer ean ng n cs er cues opos adren ean ng sors cer cs produc ng opos ana sn produc cer and ng cg ean sapp apa produc charac and ma n ng cahe sto ean er charac and produc er sra ng er charac scoord ma and sprac used aeachers produc er cs er sy charac ma son sopen used and aeachers n cs she er cer handwork o charac ma sn ag er n cs and ahe cer handwork n sng used er n codoor aat cs ma cer aeachers charac er ean handwork cw sng used n er an ean ng 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mproved uence o n behav ead mproved uence our behav and our mproved behav our our ead o mproved ead o mproved ead o mproved o mproved                                                                                                                        Leave the Leave door Leave to the Leave the inner door to Leave the the corridor to door inner the to inner door corridor open the to corridor inner at the Leave night open corridor inner Leave open the at corridor night the at open Leave night door to Leave at the the to night inner the Leave the at night door corridor to the Leave the corridor to door inner the open the inner corridor door open the at night corridor at the night open corridor open at night corridor at open night at open night at Awareness ra ng Awareness he coord na ra ors ssean ng o o he Awareness he schoo coord Awareness Awareness na eachers ra ors 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Measure RF1 RF3 ch dren Educa on abou good prac ces o ven a on c ean ng and hyg ene he w ndows o Open he ou he door w ndows and Open o door Open he he ou o w he door he ndows Open w he nner and ndows w he o ndows corr he w he Open door o ndows dor ou he o door be he Open ou o he w ore o he door ou and ndows nner he door ou and he w door corr ndows door and o he he dor door and he o ou o be door he he door o he ore nner door he ou o and nner door he corr o he nner he corr and dor door nner corr be dor he o ore corr door be dor he ore be dor nner o ore he be corr ore nner dor corr be dor ore be ore                                                                                             Open he Open w ndows Open he w Open he o ndows w he ndows he ou o w door Open he ndows o ou dur Open he he door ng Open ou o w he he door he ndows dur w ou pa he ndows ng dur door w n o he ndows ng ng he dur pa 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                                                         Leave Leave he Leave door Leave door he odoor he he o nner he nner corr o nner he corr dor nner corr open dor corr open dor andows nopen dor ang gh n open agh n av gh n gh                                                 v                                              occupa on per od occupa on per od occupa occupa occupa on per occupa on od per on od per on occupa od per od occupa on per on od per od hea hea h hea hea h h         he Open w ndows Open he w Open he ondows w he ndows he ou o w door Open ndows o ou and Open he door Open ou oh he w he he door door ndows and w ou ndows and door o w o door ndows he he and nner oopen door ou o he he ohe door corr ou door o nner door he dor ou and o nner door corr dur and he ng dor corr door and nner he door dor he corr o ng door dur 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v ng ac pa co ng es he v n age co pa es ac age n co he v ng ac age pa es co von ac age ng es v co ac es age v es ac es Use o d IIerenII Open rooms depend ng on ype ohe ac vhe yoccupation carr ed ou by he ch dren and he Open o he he w nner and ndows corr he door be dor ore be ou o ore he door be and ore be and he ore corr door and he be dor door and ore he on be door he o ore nner door be o and nner ore he corr be o he nner ore he corr be and dor door nner ore corr be dor he ore o corr door be dor he ore be dor nner ore be he corr ore nner dor corr dor ore be ore       children children children                                                                                                                                                                           Leave Leave the Leave door the Leave door the to the door Leave the to inner the door to Leave the inner the corridor to door inner the the corridor to inner door corridor open the to corridor open inner at the night open at corridor inner Leave night open at Leave corridor night the at Leave night door the Leave at open door the to night the door Leave the at to inner night the door to the Leave inner the corridor to inner the corridor to inner corridor door open the corridor open inner to at the night open at corridor inner night open at night corridor at open night at open night at night                                     Sem Sem open Sem open w ndows Sem open w Sem ndows open w o ndows open he w o ou ndows w he door o ndows ou he o and door ou he o door doors ou and he door ou and doors oy door and he doors o nner and doors he oafter doors corr nner he o nner dor he corr o nner dur he corr dor nner ng corr dur dor he corr dur dor ng he dur dor ng he dur ng he ng he activities activities 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dor corr ore nner be dor ore corr be dor ore be ore                           eoou ec ros aon cod produc s aes er occupa on per od                                                                                      he Open w ndows Open he w Open he ondows w he ndows he ou o w door Open he ndows o ou dur Open he he door ng Open ou omprove w he he door he ndows dur Open w ou he ndows ng door w n he o he ndows ng w he dur pa co ong ndows he ou n he ng age pa oon door ng he n ac co ong door ng pa ou dur v he age n co door ou dur es ng ng ac dur ng co vhe ac pa he age dur es ng v nthe pa ac he ng n pa v co he ng n es pa age co ng n ac age ng v ac age co es v ac age es v ac es v es children children children children children CR1cesOpen JI1 PRIM1 JI2 PRIM2 CR3                                                           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door o he he nner o ndows door corr he dor he ou and w he Open door o nner ndows door corr dur ou and w he o door ndows dur ng corr dor he door Open and o nner he o w he dur ng door ou and dor he ndows corr o nner he door o ng door ou he dur he w he o dor door corr nner ndows door he and ng ou o o he door nner dor he and corr he o ng ou o nner dur door he corr and dor he door he nner ng door corr ou dur dor he o and door he door corr dur ng dor o he nner he dur ng and dor door o nner corr he dur ng o nner corr door ng dor he dur corr dor nner o dur he ng dor corr nner ng dur dor corr ng dur dor ng dur ng                                                             Open he w ndows o he ou door and he door o he nner corr dor be ore IV Use the electric IV heating Use the during electric IV the Use heating occupation electric during period the heating occupation period the occupation period                                                                                                                                                      occupa occupa on occupa per occupa on od per occupa on od per on od per on od per od Improve Improve Improve the cleaning Improve the cleaning the Improve cleaning using the Improve cleaning using aduring the vacuum using cleaning aIV vacuum the using aIV cleaning vacuum cleaner, using ahe cleaner, vacuum damp cleaner, using andows Improve vacuum damp cleaner, Improve an cloth vacuum damp Improve the cloth cleaner, and damp cleaning Improve the cloth and utensils cleaner, cleaning the damp cloth Improve and utensils cleaning using the and utensils and damp cleaning Improve using aduring the and utensils vacuum using and cloth cleaning aod and vacuum utensils using the and ador and vacuum cleaner, cleaning utensils using aes cleaner, vacuum and damp cleaner, aes using vacuum and damp cleaner, cloth a damp vacuum cloth cleaner, and damp and utensils cleaner, damp cloth and utensils and utensils and damp and utensils and cloth and utensils and utensils and and hea h Use Use of different Use of different Use of different rooms, of different rooms, depending rooms, depending rooms, depending on depending the on type on type the of on activity the of activity type of carried activity of carried activity out carried by out carried the by out the by out the by the                     Use Use o d o Use eren d o eren Use d rooms o eren rooms Use d depend rooms eren o depend dtype rooms ng eren depend on ng rooms depend he on ng ype he on depend ng ype ohe he ac on o ype v ac ng he y oec on vcloth carr ype ac y he carr o v ed ac ype y ed carr vcloth o by ou ac carr he by ou v ed he y by carr ou he ed by ou he by he                                                                                                                                                   he w ndows o Open he ou he door dur w ndows dur ng he dur ng ohe pa he ng Open dur he nIV pa ou he Open ng ng dur pa he door co Open ng he w n ng he age pa co dur ndows ng Open w he n ac he age co ndows ng ng pa w v Open ac age he n co ndows es w v ng pa ac age ocloth ndows he Open ou es n co vou ac o w door ng ou age es ndows v co he door o ac ou es w he age door v ndows dur ou o ac he door he dur ng v ou pa o he ng dur door n he pa ng ou ng n dur pa co door ng he n pa co ng he n age co pa age n co he es v ng ac age pa es co vy ac ng es v co ac es age v es ac v es Use ng he A eIV ec rB c Open hea ng dur ng he occupa on per od he occupa on per od he occupa on per od occupa he occupa he occupa on he per on occupa od per he on occupa od per on he od per occupa on per on od per od Rep ace he broom by vacuum c eaner or eage ros aac cou u ens sage n c ean ng                                                   he Open ndows Open w Open he o w he ndows ou o w door Open he ndows o ou and Open he he door Open ou othe he w he door door ndows and Open w ou and door o w o ndows he w he and nner o ndows door ou o he he o he door corr ou door o nner o door he dor ou he o nner door corr dur ou and he door ng dor corr door and nner he dur door and dor he corr o ng door he dur he o nner door he ng o dur nner corr ong ng nner corr dor nner corr dur dor corr dur ng dor dur ng dor dur ng ng                                                                                                         Use the electric Use the heating electric during heating the during occupation IV Use occupation period Use the electric the period electric Use heating the heating electric during during heating the occupation the during occupation the period occupation period period                                                                                                      Sem open w o he door and doors o he nner corr dor dur ng he IV Use IV the electric IV Use the IV Use heating electric the IV Use electric IV heating the Use electric heating Use the the during electric Use the occupation heating during electric the the IV heating electric occupation during the heating period Use IV occupation during heating the the during period electric IV occupation Use the during the period occupation the Use IV heating electric occupation the the period Use occupation electric heating period the electric period heating the during period occupation heating during the occupation during the period occupation the period occupation period period gw ues pa n sthe cou d pos ve y n uence behav our and oed mproved                AOpen Aw B A A B C A B C D1 D2 occupa on per od occupa on per od occupa occupa on per occupa on od per on od per od charac er s cs o cer V a n c ean produc sIV and ma er ahe sndows used n handwork                                                                                                                               occupa occupa occupa on per on occupa od per on occupa od per on od per on od occupa per od occupa on per on od per on od per od occupa on per on od per on od per od Open he Open w he ndows w he w ondows ndows he o ou he o door ou he door ou and Open door and he he door and he w door ndows o door he Open o nner o he o he he nner he corr nner ndows door corr dor corr dur dor and o dur ng dor he dur ng door ou door ng o he and nner he door corr dor oo he dur nner ng corr dor dur ng                                                  Open he Open w ndows Open he w Open he ndows w ndows he Open ou o w door he ndows he o ou and w he door ndows ou o he he door door and ou o and he door o he door he ou he and nner door door o he he corr and door o nner he dor he o nner corr door dur he ng corr dor nner on dur he dor corr nner ng dur dor corr ng dur dor ng dur ng the windows the Open windows the windows Open to he the w to Open ndows he outdoor the to w outdoor the ndows he o outdoor w he ndows ou the o he door the ou o the and he to door the ou to he and door inner the door to inner he the and corridor door o inner he corridor he door o nner corridor during he during corr o nner he during dor corr nner dur dor corr ng dur dor dur ng                            eLeave ec eLeave ros ec eLeave aoccupa ros ec cnner produc eathe ros ec cper produc aoccupa ros che sdoor produc aoccupa an che er schalkboard produc andows occupa er sgh aandows occupa er so aand occupa on er per occupa on od per on od per on od per od he occupa he occupa he occupa on he occupa on od per on od per on od per od Open he w Open ou door w ndows and Open o door Open he he ou Open o w he door he ndows Open w he nner and ndows w he ndows corr he w he Open door o ndows dor ou he o door dur he Open ou o he w o he ng ou and ndows he nner he ou and he w door corr ndows door and o he he dor door and he o ou o dur door he he door o he nner ng door he ou and nner door he corr o he nner he corr and dor door nner corr dur dor he o corr door dur ng dor he dur ng dor nner o he dur ng corr nner ng dor corr dur dor ng dur ng                          ead                                                                           Leave he Leave door Leave he ondows door he Leave he nner door o he he corr door ounch nner he dor o nner corr he dor corr door ahe n door dor he gh corr o door he open ato o dor nner he gh aand o open nner n he corr nner corr dor n gh corr open dor open dor ao n open adoor gh n adoor gh n gh                                                                                                      Leave the door to the inner corridor the the the to at night the Leave inner the to inner the the corridor inner door corridor corridor to the at inner night at corridor night at night open at night            activities activities activities activities activities activities activities activities activities activities activities activities activities he Open unch he unch he and unch he and breaks unch and breaks he breaks and unch he breaks and he breaks unch and he unch breaks he and unch he and breaks unch and breaks he and breaks unch he breaks unch he and unch and breaks he breaks and unch he breaks and unch breaks and breaks Sem Sem open Sem open w Sem ndows open w ndows open Sem w oafter ndows w he open Sem o ndows ou he o w Sem door open ou he ndows Sem door o ou and open w he ndows Sem door and ou doors open o w Sem he door ndows and doors open w ou Sem o ndows doors open door he w Sem o ou o ndows open doors nner w he Sem door o o open nner ou he w corr he doors oou o and ndows door open nner ou w corr he he dor o ndows door doors ou Sem o and nner w corr dur he dor he o ndows door ou and doors dur he corr dor ng open nner Sem o door ou and he doors he dur he ng dor o w corr o door nner ou open and doors he he ndows ng he dur o door dor ou doors corr he nner w he ng o door dur ndows and doors o nner dor he corr ohe he ng and doors nner dur he corr ou dor he o o doors ng door he he corr dur dor o ou he he corr dur dor ng and o door nner he corr he dur dor ng doors nner and corr he dur dor ng doors onner corr he dur dor ng he he dur dor ng nner o he dur he ng corr nner he ng dor he corr dur dor ng dur he ng he Replace the existing Replace chalkboard the existing by Replace another chalkboard to avoid existing by the another emission to avoid of by PM another the emission to avoid of the PM emission of PM he occupa on per od                                                                                                                                                        electrostatic electrostatic electrostatic products electrostatic products electrostatic products electrostatic products after occupation after occupation products after occupation products period occupation after period occupation after period electrostatic electrostatic period occupation electrostatic period products electrostatic period products electrostatic products after products electrostatic after occupation after occupation products after occupation products period occupation after period occupation period after period occupation period period                                             Open Open he Open w he ndows Open w he ndows Open w o he ndows he w he ou o ndows w he door o ndows ou he o dur door ou he ochalkboard ng door ou dur he he door ou dur ng pa door he dur ng n pa ng he dur ng nby co pa he ng age n pa co he ng ac n pa age co ng v n ac age co es ng vnner ac age co es vnner ac age es v ac es v es children children children children and he door o he nner corr dor be ore ch dren ch dren ch dren ch dren ch dren                                                                                    Open Open he Open w he ndows Open w he ndows w Open o ndows w he o Open ndows he ou he o w door ou ndows he door o ou and w he ndows door and ou o he door door and ou o door Open and he door o ou door he Open he o and he door nner he Open o w he he nner and he ndows corr Open w door o he nner ndows corr he dor he w Open he door o nner ndows corr dur dor w he o ndows dur ng corr dor he Open ou o nner he o w he door dur ng ou dor he ndows corr nner door o ng ou dur and w he dor door corr ndows and ng ou o he dur he door dor door and he ng ou o dur door and he door o he ng door he ou he o and nner door he door o he nner he corr and door o nner corr he dor he o nner corr door dur dor he dur ng corr dor nner o dur he ng dor corr nner ng dur dor corr ng dur dor ng dur ng Sem open w ndows Sem o he open ou door w ndows and doors o Sem he Sem o ou open door Sem open nner w Sem and ndows open w corr ndows doors open Sem w dor o ndows w dur he open o Sem o ndows ou he he ng w o door nner open ou he ndows he o door ou and corr w he door ndows and ou doors o dor door and doors dur ou o o doors and ng door he he o ou he doors nner he and o door nner he corr doors o and nner he corr dor doors o corr dur dor he corr dur dor ng nner o he dur ng dor corr nner he ng dur dor he corr ng dur he dor ng dur he ng he ac v es he unch he and unch he breaks unch and he breaks and unch breaks and he breaks unch he unch he unch he and breaks unch and breaks and breaks breaks                                                                                                                                                                  occupa on per od Replace Replace the existing Replace the Replace existing chalkboard the Replace existing the chalkboard existing by the chalkboard another existing chalkboard by Replace to another by chalkboard avoid Replace another by the to the another avoid existing Replace the emission to by avoid existing Replace another the to the emission avoid the of Replace existing chalkboard PM to the emission avoid the existing Replace of the emission by chalkboard PM the existing another of chalkboard emission PM the another of existing to chalkboard PM by avoid of to another by PM avoid chalkboard the another by emission to the another avoid emission to by avoid the another of to PM emission avoid the of PM emission to the avoid of emission PM the of PM emission of PM of PM III III III III III III III III III III III III III hea h                                Replace the existing chalkboard Replace Replace by Replace the another existing the existing the to avoid existing chalkboard Replace chalkboard the chalkboard the emission by existing another by of another by chalkboard PM to another avoid to avoid to the by avoid emission another the emission the emission to of avoid PM of PM the of PM of PM                           Open he w ndows Open opa he ou w door ndows dur Open he o ng Open he he ou w pa door ndows he Open he n w ng dur ndows he o ng w he age ndows he ou o ac pa he door vh n ou oco es dur door he co ng dur age door he ng ac pa dur he n v ng pa es n co he ng age pa co n ac age ng v co ac es age v es ac es                                                 v                                                               aafter erour and aof he er aof ccleaning he ean er he ean ng cus ac ean ng v ng es vou ac es vou and es aace er he che ean ng aof ac er v he es capa ean ng ac v es           and aof er and he aof and cou ean er he and ng er ccleaner, ac ean he aac and er cng ng ean es he aes ac ng cand er ean v ac he es ng v con ean ac es v ng es ac es g ues pa n s cou d pos ors ve yace n he uence behav and ead o mproved after the and the accleaning and er activities he aod and er cac activities ean he avacuum er ng ean ac he ng ccdur v ean ac es ng vou ac es v es schoo s eachers co abora Open Open he Open w he ndows Open w he ndows w Open he o ndows w he o ndows he he w door Open he ndows door o dur Open he he door ng Open ou o w he he door he ndows dur ng w he he ndows ng Open door w nean pa o he ndows Open ng ng he dur pa he co o Open ng he ou w ng he age pa co o ndows door ng w n ac he age co ndows door ng ou dur w v ac age o n co ndows door dur es ng v he age o ou dur es co v he ac o pa door ou age he ng he v n pa door ac ou he dur es pa door v co dur ng es age co he dur ng pa ac age he ng n v pa ac age he ng es v pa ac co ng es v age co ng es ac age co ng vac age es v ac es vo es Rep ex sand ngand cha kboard by ano her o avo d em ss on o PM en g wh eboard Rep Rep ace Rep he broom Rep he broom ace he by broom he by broom vacuum by vacuum by vacuum cdoor eaner vacuum cdoor eaner or eaner ehu or ec co eaner eco ros or ec enner aens ros or ec u enner aactivity ros ec ens c u aactivity ros ens sand c u aactivity n ens cv sou ean u n ens csdur ng ean n csemission ng ean n c ng ean ng                                                                                              he unch and breaks he unch and breaks unch unch and unch he and unch and breaks and breaks he breaks unch he and unch breaks and breaks                                     Sem Sem open Sem open w Sem ndows open w ndows open w o ndows w he o ndows ou he o door ou he o and he ou and doors door and doors and doors he o doors he o corr o nner he corr dor nner corr dur dor corr dur dor ng he dur dor ng he dur ng he ng he mprove mprove he caf mprove ean he ng mprove cthe ean he ng cou ng ean aIV he us mprove ng cdifferent ng ean us mprove aIV ng vacuum eaner he us arooms, vacuum cace ng he ean damp cor andows cdur eaner vacuum he ng cand ccleaning us eaner cn ean ng o damp ng us h cbreaks ng aduring and eaner ng damp vacuum us cor aduring u o ng vacuum h ens cou aduring and vacuum cdor sh eaner and u and cv ens eaner damp cby and sens eaner u she cn and o damp hccleaning cn she and o and u o h ens and u ens sn and u ens sn and sor Improve the cleaning using Improve acby vacuum Improve Improve the cleaner, cleaning the cleaning the damp Improve using using cloth the using and cleaning utensils cleaner, using and cleaner, aby vacuum cloth cloth cleaner, utensils utensils damp utensils cloth and utensils and                                      occupa occupa occupa on per on occupa od per on occupa od per on per occupa on od occupa per on od occupa per occupa on od per occupa on od per occupa on od per occupa on od per occupa on od per on od per on occupa od per od occupa on per on od per od                                                                                                                      Use Use different Use different of different rooms, rooms, Use depending rooms, of Use depending of depending different Use the Use of different type the rooms, Use of on depending different type of the Use activity depending different type rooms, of Use activity different rooms, of Use carried activity depending different the rooms, of on carried Use depending type different rooms, the out carried of depending of rooms, type by Use different out on activity depending the rooms, the of out on depending activity different the type the by on carried rooms, depending the type the of carried type rooms, the depending out of on type the by of on out carried depending the type of the by carried activity on type of the out the carried activity of by type out on carried activity the the by out of carried type the activity by out carried the of by out activity the carried by out the by carried out the by out the by the Open Open he Open w he ndows Open w he ndows w Open he o ndows w o Open ndows he ou he o w door ou Open he ndows he door o ou and Open w he he ndows door and Open ou omprove he w he he door door ndows and Open he w ou oV he door ndows and he door o w he ou o door he ndows Open he o w he and door nner o he ndows Open door ou o he he he nner o and he door corr Open ou w door o he nner o door corr he dor he ou and w he Open he door o nner ndows door dur ou and w he ocng door ndows dur ng corr dor he door Open and o nner o w he dur ng door ou dor he ndows corr o nner he door o ng door ou he dur w he o dor door corr nner ndows door he and ng ou ong o dur he door nner dor he and corr he occloth ng ou nner dur door he corr dor he door he nner ng door corr ou dur dor he o and door he door corr ng dor o he nner he dur ng and dor door outensils nner corr he dur ng he o nner corr door ng dor he dur corr dor nner dur he ng dor corr nner ng dur dor corr ng dur dor ng dur ng (e.g., whiteboard) (e.g., whiteboard) (e.g., whiteboard) V V V Replace Replace Replace the broom the Replace broom the Replace by broom the by Replace broom vacuum the the by vacuum the broom the vacuum cleaner the broom by cleaner vacuum the or cleaner by vacuum electrostatic the Replace cleaner electrostatic or vacuum Replace electrostatic cleaner or Replace the utensils electrostatic broom cleaner the Replace utensils broom electrostatic in utensils Replace by or broom cleaning the the electrostatic in utensils by broom cleaning Replace vacuum the in the by utensils cleaning vacuum the broom in cleaning the vacuum cleaner the utensils in broom by cleaner vacuum the or cleaner in vacuum by electrostatic cleaning or cleaner the electrostatic or vacuum electrostatic cleaner or utensils electrostatic cleaner electrostatic in utensils or cleaning in utensils electrostatic cleaning in utensils cleaning in cleaning utensils in cleaning in cleaning he occupa on per od       Open Open he Open w he ndows Open w he ndows Open w o he he w he ou o ndows w he door o ndows ou he o and door ou he o door he ou and he door door ou and he door door and o he he door and he o nner door he he o corr nner door o nner dor he corr o nner dur he corr dor nner ng corr dur dor corr dur ng dor dur ng dor dur ng ng IV Use IV Use the electric Use the electric Use the heating electric heating electric during heating heating the occupation the occupation the occupation the period occupation period period period                                                                                  Sem open w ndows o he ou door and doors ohe he nner corr dor dur ng he V Use V Use ehe Use V he ec endows rthe he ec cdamp Use hea V rcorr ecorr cbreaks ec hea he rng Use ehe cbreaks dur hea ec ng he rcorr dur ng cbreaks ng edamp hea ec he ng dur rhe occupa he ng hea dur occupa he ng ng on occupa dur per he on occupa ng od per on he od per occupa on od per on od per od                                      he unch he unch he and unch he and breaks unch and breaks he breaks and unch he breaks and unch breaks and breaks unch he unch he and unch he and breaks unch and breaks he and unch he and unch and breaks V occupa on per od occupa on per od occupa occupa occupa on per on occupa od per on occupa od per on od per occupa on od per on od per od                                                                       Use o d eren rooms depend on he ype o ac v y carr ed ou by he Open he Open w ndows Open he w Open o ndows w he ndows ou o w door Open he ndows o ou and Open he he door Open ou o he w he he door door ndows and Open w ou he ndows and he door o w he o door he ndows he w he and nner o ndows door ou o he he o door corr ou door o he nner o door he dor ou and he nner door dur ou and he door dor corr door and nner he dur door and dor he o ng door he dur he o dor nner door he ng o dur nner corr o ng nner he corr dor nner corr dur dor corr dur ng dor dur ng dor dur ng ng                                                                                                                    (e.g., whiteboard) (e.g., whiteboard) (e.g., (e.g., whiteboard) whiteboard) (e.g., whiteboard)                                                                                                              V V V V V Open he w ndows o ou door he pa n ng co age es (e.g., whiteboard) (e.g., whiteboard) (e.g., whiteboard) (e.g., whiteboard) (e.g., (e.g., whiteboard) (e.g., whiteboard) whiteboard) (e.g., whiteboard) (e.g., whiteboard) (e.g., whiteboard) (e.g., whiteboard) Open he w ndows o he ou door and he door o he nner corr dor be ore V V V V V V V V V V V Open w ndows Open o he he ou w door ndows and he Open door ou door he Open o w he and ndows nner he he w corr ndows door o dor ou o dur he door he nner ng ou and door corr he and dor door dur he o door ng he nner o he corr nner dur dor corr ng dur dor ng dur ng                                                                                                                                                                                                                                                                                       he Leave door he door he ondows door he o nner he o nner he corr nner corr dor Leave corr open dor open dor ahe n open door aod gh n aod gh o Leave n he gh nner he door corr o he open nner adoor corr n gh dor agh no Leave he Leave door Leave he o door he Leave he nner door o Leave he corr door o nner he dor he o nner corr door open he corr dor nner ahe odoor no he open dor corr nner open agh dor n corr gh aes open n dor gh aes open n gh anner nng gh the Leave to the Leave he the door Leave inner he corridor door o he corridor he door o nner he corr nner at he night dor at corr nner night open dor aer dor n gh open n gh ador n gh Open Open he Open ndows Open he w Open he w ndows he ou w ou Open he ndows door ou and Open he he door and Open ou he w he door ndows and w ou he door ndows Open and door o w door he ndows Open he o and he nner o he Open door o w he he nner o he ndows door corr Open ou w o he he nner door corr he dor ou and w he ndows door corr dur dor and w ndows dur ng corr dor door ou and he o dur ng door ou dor he on door o ng door ou he dur and he o door nner he and ng ou he oopen dur nner door he and corr he ng nner door corr and dor he door he corr dur dor he o nner he door dur ng dor o nner he corr dur ng o nner corr he ng dor corr dur dor dur ng corr dor dur ng dor ng              heao hhe IAQ n schoo s andns a a mechanLeave v es v vdoor ac v uence occupa occupa occupa on per occupa on per on per on od per od Open he w ndows oactivities Open he ou he door w ndows and Open he o door Open he he ou Open o w he door he ndows Open w he nner and ndows w he ondows ndows corr he w he Open door onner ndows ou he oes door dur he Open ou o he w o he ng ou and ndows he he door ou and he w door corr ndows door and o he he dor door and he o ou o dur door he he door o he nner ng door he ou o and nner door he corr o he nner he corr and dor door nner corr dur dor he o corr door dur ng dor he dur ng dor nner on he dur ng corr nner ng dor corr dur dor ng dur ng         eInstall ec Leave eaand ec che produc eon ec aproducts eInstall cto sondows ec produc acinner aac cer produc occupa ang so aReplace eac produc ec so eac aros occupa on ec er eac athe ros so occupa ec ao caes od produc athe er on occupa per produc athe on ces sexisting od produc per on sexisting od aafter occupa per er schalkboard aabuild od occupa er occupa on per on od per on od per od                                                                                                               electrostatic after electrostatic occupation electrostatic electrostatic period products products products electrostatic after occupation after occupation products occupation period after period period occupation period children children children children children children children children children children children children children                                                           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co ndows door ou dur es ng v he ac age o door he Open ou dur es n co v he ac o w pa door ng ou age he es ng he ndows v co he pa door ac ou he dur ng es w age n pa door v co ndows he dur ng o ac n pa age he co he dur ng v n ou pa ac age o co he es ng door n he v pa ac age co he ng ou es n v dur pa ac age co door ng es n vng ng ac age co ng dur he v ac age co pa ng es v ac age n he es v ac pa es co v age ng es co ac age v es ac v es ca ven athe sys em or d w ndows                              ahe mechanical ventilation ahe mechanical system Install ventilation build mechanical windows system ventilation or system windows or build windows                                       activities activities activities activities activities activities activities activities activities activities activities                                                                                                                              he unch he unch and he unch breaks he and unch and breaks unch and breaks and breaks breaks Sem open w ndows o he ou door and doors ong he nner corr dor dur ng he Replace Replace existing Replace existing chalkboard the chalkboard by chalkboard another by another by to another avoid to another avoid to the avoid to the avoid emission the emission the of PM emission of PM of PM of Rep Rep Rep ex he ace Rep sac ex ng he spa ace cha ex ng Rep sby he kboard cha ng ace ex kboard cha sng he ng by kboard ex cha ano by ses kboard ano her by cha her ano o avo kboard by o her ano avo d he o by her d avo em ano he o dPM ss em avo her he on ss em d o ong on avo he PM ss o on d PM o ss he PM on em o ss PM on ov PM occupa on od                                                                                                                                       Open Open Open w he ndows Open w Open ondows ndows w he ong ndows ou he o w door ou he ndows door o and he door and ou o he he door door and ou door Open and door o door he Open he o and he nner he Open door o w he he nner and he ndows corr w door o he nner ndows corr he dor w door o nner ndows corr dur dor he o dur dor ou o nner he o he door dur ng ou dor he corr nner door ou dur and dor door corr and ng he dur dor door and he ng dur door and he ng door he and nner he door o he nner he corr and door o nner corr he dor he o nner corr door dur dor he dur ng corr dor nner dur he ng dor corr nner ng dur dor corr ng dur dor ng dur ng Open w ndows dur ng o he pa ou n door ng co Open age ng Open ac he he w v ndows he Open es n w ng ndows co o w he age ndows dur ou o ac he door he dur v ou pa o he es ng dur door he n pa he ng ou n dur pa co door he ng n age pa co ng dur n ac age co ng pa v ac age n co he es v ac age pa es co vo nem ac age ng es v co ac es age v es ac es ch dren and aunch erand he amechanical and cthe ean erndows aw he and ng er cus ac ean he aper v er cng ng ean es he and ac ng cng ean vou ahe ac es er ng v amechanical he ac er es amechanical che v he ean er amechanical che es he ean ng er cmprove ac he ean ng v cmprove ac ean ng es vhe ac ng es v ac es v es                                                   Install ahe Install mechanical ahe mechanical ventilation ventilation system or system build Install Install or windows ad build mechanical adepend Install mechanical windows adepend ventilation mechanical ventilation system ventilation system or build or system build windows or windows build windows occupa on per od                                                                                      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and breaks he breaks and unch breaks and breaks he unch and breaks he unch and breaks mprove mprove mprove he c he ean c he ean ng c ean ng us a ng vacuum us a vacuum mprove a vacuum eaner c eaner he damp c c eaner ean damp c ng o damp us h c and o ng h he c a and u o c vacuum h ens ean and u ens s ng and u c us ens s eaner and ng s a and vacuum damp c o c h eaner and u damp ens s c o h and u ens s and                                               mprove he c mprove ean he ng c us ean he ng mprove ng ean a he vacuum us ng c ng ean us he a ng vacuum c c eaner ean us a vacuum ng ng damp c a us eaner vacuum ng c eaner c a o damp vacuum h and eaner damp c u o c h ens damp eaner c and o s h and u and c damp ens o h u and s ens c and o u h s ens and s u and ens s and Improve Improve the cleaning mprove cleaning mprove using he mprove using ean he ng c ean us ng c cleaner, ean us a cleaner, vacuum ng us a vacuum ng c a eaner cloth vacuum cloth 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he Open w he ndows Open w he ndows w he o ndows w o ndows ou o door ou o door ou dur door ou dur ng door he dur ng pa he dur ng n pa he ng n pa co he ng n pa age co ng n ac age co ng v ac age co es v ac age es v ac es v es Rep ace Rep he broom ace Rep he ace Rep by broom he he ace broom vacuum by he Rep broom he by vacuum Rep c ace he eaner by Rep vacuum ace he he or broom c ace he eaner vacuum e broom ec c he eaner ros by or broom e a c by ec eaner or c vacuum u ros by e ens ec vacuum or a ros e s c vacuum c ec u n a eaner ens c ros c ean u eaner a s ens or c ng n c eaner e u c or ec s ean ens n e ros or c ec ng ean s e a ros n ec ng c u a ros ean ens c u a ng ens s c u n ens c s ean n c s ng ean n c ng ean ng Replace the broom by the vacuum Replace Replace Replace cleaner the the or the electrostatic Replace the the the the utensils broom cleaner cleaner in by cleaning cleaner the electrostatic vacuum electrostatic electrostatic cleaner utensils utensils or in utensils electrostatic cleaning in cleaning in cleaning utensils in cleaning                                                                                                                                                                                                                                                                                          IV Use IV Use the electric Use electric the IV heating electric IV heating Use during heating the Use during IV electric the the IV during electric Use occupation the heating IV Use occupation the IV heating electric Use occupation during IV period electric Use the IV during heating period electric Use the the heating period electric IV occupation Use the during heating electric 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                                                  —IAP mitigation —IAP measures mitigation suggested —IAP measures and mitigation applied; suggested —IAP measures and mitigation applied; suggested —IAP measures and applied; mitigation suggested —IAP measures but mitigation not applied; suggested measures —IAP but not suggested mitigation applied; but —IAP measures not applied; mitigation not suggested. —IAP measures mitigation not suggested. measures not sugg Use Use of different Use of different of Use different rooms, of Use different rooms, of depending rooms, Use different depending rooms, of different depending on rooms, depending the on rooms, type the depending on type the of Use on depending activity type of the Use of activity on different type of Use of the carried activity different of on of Use type carried activity different the rooms, of out of carried Use type different rooms, activity by out carried of depending 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                                V V V V e g e wh g wh e eboard g eboard wh e g eboard wh e g eboard wh eboard V V V V V —                aros er amitigation he er a—IAP cw he ean er acros he ean ng er caafter ac ean ng he aros v er cac ean es he aros ac er ng cmeasures ean v ac he es ng cmeasures v ean ac es ng v and es v amitigation es er and amitigation er aon and cpa ean er acros and ean ng er cdor ac ean ng he aand v er co ac ng ean es he v aaand ac ng cmeasures er es ean vadoor ac he es ng v co ean ac es v ng es ac v es                                                                                                                       Open he w ndows Open ou door w ndows and he o door Open he ou Open o he door he Open w he nner and ndows Open w he ndows corr he w Open he door onner ndows w he o ndows he Open ou o w o he door ng ou ndows he nner he o ou and w he door corr ndows and ou o he he door dor door and he ou o dur door and he door o he ng door he ou he o and nner door he door o he nner he corr and door o nner he corr dor he o nner corr door dur dor he dur corr ng dor nner osuggested he dur ng dor corr nner ng dur dor corr ng dur dor ng dur ng                   he oes he ou door dur ng he n ng co age ac voccupa es V he ecorr ec rdur che hea ng ng he on per od AP—IAP m ga on measures sugges ed and app ed — AP m ga measures sugges ed bu no app ed — AP m ga on measures no sugges ed                                                                          suggested.            Leave he Leave door Leave he ondows door Leave he nner door o he he corr door o Leave nner he dor Leave o nner open he Leave dor corr door nner ahe Leave n open door dor he gh corr odoor door he open ahe odoor dor n nner door he gh ao open nner n he corr o gh anner he corr dor napplied; gh nner corr dor corr open dor adoor n open dor adoor gh n open adoor gh n adoor gh n gh                                                                                                     unch and breaks Sem open w ndows oao he ou door and doors o he nner corr dor dur ng he —IAP mitigation measures suggested suggested and —IAP applied; —IAP and applied; —IAP —IAP —IAP mitigation measures mitigation measures mitigation suggested measures mitigation measures suggested measures suggested and suggested measures and applied; suggested applied; and suggested —IAP not applied; —IAP applied; but mitigation not —IAP mitigation applied; —IAP measures mitigation —IAP mitigation measures suggested mitigation measures measures suggested but measures suggested not not but suggested. applied; not not applied; but suggested. not —IAP applied; —IAP mitigation —IAP mitigation measures mitigati meas Open Open he w ndows he Open w ndows Open o he Open he w he ou ndows w he he door ndows Open ou w and ndows Open he oper he ou and w he Open he door o ndows door ou w he ndows he Open ou and w he ndows he o nner he o ou he and he w he corr nner ndows door ou he o he door dor door he and corr ou o dur nner he and dor he door o he nner ng door he corr ou dur he and nner door door corr ng dor o he he corr dur and dor door o nner he dur ng dor he o corr door dur ng he corr ng dor nner o he dur dor corr nner ng dur dor corr ng dur dor ng dur ng                                                                                                                  mitigation —IAP mitigation measures —IAP mitigation mitigation suggested —IAP —IAP mitigation suggested mitigation and measures mitigation suggested applied; measures —IAP and measures suggested applied; —IAP measures and —IAP mitigation suggested suggested —IAP mitigation suggested mitigation measures —IAP —IAP mitigation and applied; measures —IAP and applied; mitigation suggested mitigation applied; —IAP measures mitigation suggested —IAP suggested and measures —IAP mitigation measures suggested applied; mitigation but measures and mitigation not suggested suggested measures applied; —IAP applied; and but measures suggested not applied; measures but and —IAP mitigation suggested —IAP applied; not applied; suggested but —IAP applied; mitigation not —IAP mitigation but measures applied; —IAP not mitigation but —IAP mitigation applied; not but measures measures suggested —IAP mitigation applied; not mitigation measures applied; —IAP measures suggested mitigation not —IAP but measures suggested. measures not —IAP suggested mitigation not applied; mitigation but measures suggested suggested. not mitigation not but measures —IAP applied; suggested. not measures not but applied; measures —IAP mitigation not not suggeste applied not —IA sug not mit m                                                                 eand ecv—IAP eand ec eaand ros ec cOpen produc aproducts ros eand ec ces produc aproducts eand cmeasures so ec produc aw cndows er sochalkboard produc aafter occupa ang er sw cv a—IAP occupa produc er schalkboard eOpen adoor occupa on ec er per ros soanother on occupa ao od per aReplace er on che od per produc on od eand per ec on so od ros athe per er adoor od occupa che produc on ser aper er od occupa on per od eac ec eaReplace ec che produc ros eUse ec athe e—IAP copen so ec produc adur aand ros cand produc edoor occupa aeaner ec so cng ros produc er sean cdur er produc per sto occupa od er on sbut aoccupa on er od per occupa on od per on od per od electrostatic electrostatic eand ec occupation occupation athe ccorr produc period period schalkboard aandows er occupa on od Open Open he Open w he Open he w Open he ndows w he ndows he he door ou he ndows door o ou and Open he door and ou he he he door and he w ou ndows door o he he o and he door o he he he corr ou w door o ndows door corr he dor dor o dur ng corr dor nner he dur door ou dor corr door ng dur o dor he and dur nner he ng door corr dor o he dur ng corr dor dur ng ch dren ch dren ch dren ch dren                                                             Leave he door o he Leave nner corr dor open Leave aoccupa Leave nner n he gh Leave corr door he Leave dor door he open door he nner door Leave aaand napplied; nner corr gh o Leave he corr dor door nner corr dor he corr door open dor he aavoid n open dor a o gh n he open aoccupa gh corr nner n au gh dor n corr gh open dor ah open gh anner n                                                                        nd ma er a s used n handwork Open Open w ndows Open w w he oo ndows w he o ndows ou he oo door ou he door ou and he door and he door and he door and he he he o nner door he o nner he corr oo nner he corr dor nner corr dur dor corr dur ng dor dur ng dor ng ng ac es ac vndows ac v ac es vbreaks es ac v ac es v ac es v he occupa on per od activities activities activities activities activities   he unch he unch he and unch he and breaks and breaks he and unch he breaks and unch he breaks unch and he breaks he and he and breaks unch and breaks unch and unch and breaks unch and and breaks he breaks unch he and breaks and breaks Replace Replace the existing the existing Replace existing chalkboard Replace by existing Replace the by existing another by Replace the to another existing chalkboard Replace the to avoid the to avoid chalkboard the Replace another emission the by existing chalkboard emission the another existing chalkboard to the emission of by chalkboard existing PM Replace of to another the by chalkboard PM avoid the existing another of by chalkboard emission PM the to another the by existing emission chalkboard another by of to another the PM avoid chalkboard emission to the another of avoid by emission to the another avoid emission to the by avoid PM emission the another to PM emission avoid the PM emission to of the PM emission PM the of PM emission of PM of PM mprove mprove mprove he cReplace mprove he ean cunch he ean ng mprove cthe us ean ng he ng mprove cou us ng ean ao he ng vacuum us mprove ng cer ahe ng ean vacuum he mprove aopen ng cvacuum ean mprove eaner he us aonner cdoor vacuum cng mprove eaner he ean damp cus cand eaner vacuum he ean ng damp cOpen cros mprove us ahe eaner cbreaks ean ng vacuum onner damp ng cv mprove us hac cby ean ng and onner eaner ng damp vacuum us h mprove he cbreaks ng u onner co ng cvacuum us eaner h ens he damp ean cReplace mprove uhe o ng cvacuum cou ens sh ng he eaner aavoid uand damp ces vacuum cadoor us ens onner snner mprove ng ean and hven u he ng damp cca us and csens eaner ng coaopen and oaon ng vacuum damp cdoor u us son eaner he and caopen ens and ng o vacuum damp cng h ean copen u us aanner son and o damp c vacuum ens and ng h eaner ng csys and u o c aper son us h ens eaner vacuum c and and o ng damp cPM h ens s eaner a and u damp vacuum ens sof c and u onner eaner damp ens sof cem and on cdur h sof damp eaner c and uo ens h u and cgh damp ens o sof and h undows and sens c and o u h s ens and s u and ens s and                                          children children children children children children children children children children children children                                                                                                                                  and avacuum and and aus he er cand aunch ean he er and aunch che ng he ean er ac anner che he ean ng er v che ac he ean ng es che ean ng es v ac ng es v ac es v Open he w ndows o he ou door dur ng he pa ng co age ac v es                                     Install Install ahe Install mechanical ahe Install mechanical aes mechanical ang ventilation mechanical ventilation ventilation system ventilation system or system build or system build or windows build or windows build windows windows                            ns aexisting ns aaaand aexisting mechan ns aaaand amechan ns ca mechan aean ven ca ns mechan adamp aaunch ven mechan ah sys ca on acven em sys ca or em aby ven or em d sys a w or d on ndows em w sys or ndows d w ndows d or w ndows davoid w                                                                                                                                                                   Leave Leave he Leave door he Leave door he o door he Leave he o nner he door ong Leave he nner he corr door o nner corr he he dor door o nner corr dor he open corr dor ahe he nhe open dor agh corr Leave n open aavoid gh dor Leave corr n he gh adamp open Leave dor n door he gh Leave ahe open door he n o gh door he Leave ahe o n nner he door gh o Leave he he corr door o nner corr he dor he o nner corr door dor he corr dor nner aavoid o nn he open dor abu gh corr nner n open abu gh dor n corr gh abu open n dor gh abu open n gh abu nu gh heer unch and breaks he unch and breaks he unch he unch he and unch and breaks unch and breaks breaks and unch he breaks and unch breaks and breaks Rep ace he ex s ng cha kboard by ano her o avo d he em ss on o PM IIIRep III III III III mprove mprove he cace mprove ean he ng mprove cw us ean c ng ean a he us mprove ng c ng ean us mprove a ng vacuum mprove eaner he us a vacuum c mprove ng ean damp c a c eaner vacuum he ean ng c c us he eaner c ean ng o ng c us h c ean ng eaner ng damp vacuum us c ng u o ng vacuum us h ens damp c and ng vacuum c s h eaner a and u and c vacuum c ens o eaner h u c and s ens eaner and damp c u s eaner c ens and o damp h c s and damp and h c and u o h ens c and u o h ens s and u ens s and u ens s and s and                                                                                                                                                                                                                                                                                          occupa on per od Open he ndows o he ou door and he door o he nner corr dor dur ng Open w ndows o he ou door and he door o he nner corr dor dur ng and a er he c ean and ng ac a er v he es c ean and ng a ac and er v a es and er c ean he ng c er ean ac ng v ean ac es v ng es ac v es and and a and a he er a and c he ean er a c he and ean ng er c ac ean ng he a v er c ac ng ean es he v and ac ng c es ean v and a ac es er ng v and a he ac er es a c v he ean er and c es he ean ng and a c ac ean ng er and a v ac he ng er es a v c ac he ean er es v c he ean ng es c ac ean ng he v ac ng es v ac es v es Rep ace Rep ace he broom he broom he by broom he by vacuum he by vacuum he vacuum Rep c eaner c ace eaner or c he eaner e or broom ec e ros or ec Rep e a ros by ec c ace u a ros ens c he vacuum u a broom ens s c u n ens c s c ean by n eaner c s ng ean he n c or vacuum ng ean e ec ng ros c eaner a c u or ens e ec s ros n c ean a c ng u ens s n c ean ng 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unch he unch he and unch he and unch and breaks breaks mprove he ean ng mprove us ng aduring vacuum he che ean cdoor ng mprove eaner us mprove ng damp mprove aand vacuum cros mprove ean o cros he ean ng and co cthe eaner us he ean ng mprove u ng cthe us ens ean ng ang damp ng vacuum us mprove selectric ng aduring and he ng vacuum us con coopen aduring oac ng ean vacuum cof h he eaner and ador ng vacuum cof cand eaner ean u us damp cdoor ens ng eaner ng damp cdoor ahe us eaner vacuum cand o ng damp h ced a and o damp vacuum h c and u o eaner h ens con and u o che h ens she damp eaner and uo ens s and ucperiod damp ens onner s and h and s ccorr and onner u h ens and s u and ens s and         Use othe doelectric Use eren Use dheating rooms oros eren Use d oeren depend rooms d rooms eren ng depend Use on rooms depend d he Use o ng eren d ype depend o on ng eren d rooms o he on ac eren rooms ng ype he v on rooms o y ype carr ac depend o v ype ed ng ac y on carr o v ng ac y 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                  eaace ecerch ros amechanical cerbroom produc sReplace eand aec er ros occupa athe csystem on per eaor ec aod eunch ros ec er eamechanical ros occupa ec caes produc eathe ros ec athe ros cto sexisting per produc aemechanical aavoid eand cbuild od er sexisting ec produc acac ros er schalkboard eand acac occupa athe ec er schalkboard cor aros occupa produc on er athe per occupa on produc od per schalkboard on aeaac od per on occupa schalkboard od per a er od occupa on per on od per od                                      Open Open he Open w he ndows Open w he ndows w he o ndows w o ndows oexisting door ou o door ou and door and he door door he door he he he nner door he he ocsystem nner he corr dor nner corr dor corr ng dor ng dor dur ng ng dren dren ch dren ch dren ch dren ch dren ch dren children children children                                              ean                                                                     and and and aaros he er aros and he ean acche he and ng er cahe ac ean ng he aby ver ean es he and ac er ng cby es ean v and aaace ac he es er cby v and aace ean he ac er es and cmprove ng v he ean and ac acor es he ean ng v and acaper coccupa ac he ng er and acaros v cou ac he ean ng es aavacuum v con ac he ean ng es v cche he ean ng es ccou ean ng aby es er ng es he aand er es ean es ng ean vng ng es ac v es Install Install Install mechanical mechanical ventilation Install ventilation Install aer ventilation aproduc Install mechanical system system ventilation build Install mechanical aer build ventilation Install windows or build Install mechanical windows system ventilation mechanical Install windows system ventilation or Install aer ventilation mechanical or system ventilation build Install mechanical system windows system ventilation build 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ean ng ng us he aec ean ng vacuum ng us ean ng ng us ng aer co ng us eaner aeaner ng cv eaner aeaner damp cav eaner cor eaner oeaer damp cv h eaner o damp h u and o damp ens hn and u o sscsor h ens c and u o h ens soccupa u ens s and u ens sor and sof and                                                                                             eReplace ec Use eand ros ec eaReplace ec cad produc athe eche ec cad produc athe ros eean camprove sexisting ec produc ros cndows er schalkboard eexisting produc acac ec occupa ang er schalkboard ros cv aRep occupa produc er amechanical sean occupa on cng produc er per sean on occupa od per on saer occupa od per eUse on ec er od eand ros on eUse aand od ec produc aec ros eUse on od cad per produc athe ros eUse sod ec produc aros ache ros er sthe produc eUse ahe occupa aeaner ec er scorr cv ros produc sed aec acarr on er produc per swindows on od per er on occupa sby aon on er on od on od per od er he ean ng and ac aaeren vus es he cby ean ng ac and v es er he and che he ean ao he ean ng ac he ean ng au and er co ac ng es he v ao ac ng ccby es ean ac es ng ccor ean es v es ac v es         ns ahe mechan ven aon em or d w ndows Rep ace Rep he broom Rep ace Rep by broom he he ace broom by he broom he by vacuum Rep che ace he eaner Rep vacuum ace he or broom Rep con eaner vacuum eeren ec cto he eaner ros by or broom he eac ahe cby broom ec eaner or ccemission vacuum u ros by ecdepend ens vacuum ang by ros ecvacuum scvacuum vacuum cthe ec u n ache ens ccy vacuum ean ahe sens or n cemission eaner ehu u ceren or ec sus cv ean ens eaner n ros or cv ng ean she eac aens ros or n ec ng coccupa u eaaac ros ean ec ens c u aros ng ens u aed nand ens cper she ean u n ens csemission ng ean n che semission ng ean n che ng ean                                                                                                                                                       Leave he door he nner corr dor open ahe gh Open w ndows o ou door he door o nner corr dor dur ng mprove cvacuum ean ng mprove us ng aeboard he vacuum ean mprove eaner us mprove ng he acand vacuum mprove ean he con ng cdepend oed ean cec h us he eaner and ng cv ean u us damp vacuum ens ng ng aper sand us vacuum che and o ng c h eaner a and vacuum u eaner damp ens c sdamp eaner cun h and damp o h ucarr and ens ca o u h sng ens and s u and ens sean and                                                                                                                                                                                 Open he o he ou door and he door o nner dor dur ng Use oof d Use oof eren ocace eren rooms eren rooms depend rooms depend Use on he o on ng d ype he ype o he ac rooms ype o Use v o y o v carr ac d y v carr ed eren y ou carr ed ng rooms by on ed by ou depend he by ype he o ng v y he carr ype ood ou ac by v y ed ou by he o d eren o rooms eren d o eren depend rooms d rooms on rooms eren depend he ng rooms ype on ng ood he ac depend ype v on oec y ype carr ac ng he o on v ype ed ac y he ou carr o v ac ype y by ed carr vcgh he o ou yed ac by ou v ed he y by carr ou he ed by ou he by he different different Use rooms, Use d rooms, o eren depending Use d depending rooms o d rooms depend the type the ng type of on depend activity ng of activity on ype ng carried he o on ype carried ac he out o v ype ac out carr o v ac y ed the carr ou y by ou ed by ou he he mprove mprove mprove he mprove he ean cohe he ean ng caw us ean ng he ng cvacuum us ng ean ang he ng vacuum ng cdepend ahe ng vacuum us mprove aopen ng ceelectric mprove eaner he us aarooms cdepend vacuum cer eaner he ean damp cbroom aaelectric cace mprove eaner vacuum he ean ng damp cac che mprove us eaner cdoor ean ng oper damp ng mprove us h he cdor ng aer and oeaner ng damp cvacuum us h he cor ean aer and u ocn ng h ens he damp ean ng che aopen and u o vacuum cou us ens sh ean ng eaner udamp and ng ces cv us ens sng ng aopen and ng vacuum damp cca and sens eaner aopen and ng vacuum damp u soccupa caopen and o vacuum damp che h eaner copen son and o cdepend and h eaner csys and u o damp c h ens eaner and u damp ens sc u obu damp h ens s c and o h sor ccarr and u on h ens and uo ens sng and u ens s and s and and emprove gV eeren wh ges ehe wh eboard g ehe wh eboard ges wh eboard V V V V and and a er and a he er and a c he ean er a c he ean ng er c ac he ean ng v c ac ean ng es v ac ng es v ac es v Rep ace he broom by Rep he ace vacuum he broom c eaner Rep by or Rep ace he e vacuum ec Rep ace he ros broom Rep ace he a broom c c ace he eaner u by broom ens he Rep by or broom s vacuum e he by n ace ec c Rep vacuum ean he ros by he vacuum ace c broom a ng he eaner c vacuum c he u eaner ens broom by or c eaner e s or ec c n eaner vacuum by e ros c or ec ean e a ros or ec vacuum c ng u e a c ros eaner ens c u a ros ens s c c u a eaner n ens e c s ec ean ens or c s ros ng ean n e a c ec s ng ean n c ros u c ng ean ens c s u n ens c ean s n ng c ng                                     V Use V he V e Use ec r Use V c hea e he ec Use ng r e c ec dur hea he V r e c hea ec V ng Use r dur c ng Use hea occupa he ng dur Use ng he ec he ng e dur r occupa on ec c hea per e ng r occupa ec c hea od he ng r on c occupa dur hea ng on dur ng od ng per on he dur ng od occupa per he ng od occupa he occupa on per od per on od per od                                                                            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nmeasures ccaod vacuum cahe ng ean he seaner ens broom by cvacuum ng ccorr eaner ean sor cer n eaner vacuum eby ng or ec cean he eeaner ros or ec vacuum ng eacros eaner or chnu a ros eand ens ec cdor caor u aopen eaner ros ens escdur ec u— anaens or cs ros csean neand acens sec ng ean n cm ros u c s ng ean ens an c cng ean su n ens ng c ean s nng c ng Leave he door oec he nner corr he door dor open occes he aoccupa Leave nner n gh Leave Leave dor door he Leave open door he o door he Leave he oec n nner he door gh ong Leave he nner he corr door ou nner he corr dor he ou nner corr door open dor he open dor nner ahe o open dor acsgh corr nner n open aer gh dor noccupa corr gh aec open dor gh gh nu gh v esdren ac v ac es v ac es v es es v v ac v es m on sugges ed and app ed AP ga on measures sugges ed no app ed — AP m and breaks c— ean ng us vacuum cn eaner damp c o un ens   Rep             e ec ros a c produc e ec a ros er a occupa c produc e on a s per ros a e od er a occupa ros c e a ec c ros produc on s per c er produc od s occupa a occupa a on per on od per on od per od ch dren ch ch dren ch dren ch dren         ch dren ch dren ch dren ch dren ch children children ch dren ch dren ch dren eUse ec e ros ec e a ros ec c produc a ros e ec c produc a ros e c s produc a a ros c er s produc a occupa a er s c a e occupa produc ec er s e ros occupa on ec er per e a ros s on occupa ec a od per produc a ros er on od per produc e a on ec c s od produc e per ros a ec on er s e a od ros ec occupa c er s produc ros od occupa c er produc a occupa on c s produc per on er s od a per occupa on er s a per er od occupa on per on od per on od per od                                          and a er he c ean ng ac v es ns a ns a a mechan ns a a mechan ns a a mechan ca a ven mechan ca ven ca a on ven ca a sys on ven a em sys on a or em sys on bu or em sys d bu or w em d bu ndows or w d bu ndows w d ndows w ndows                                                                                                                                                                        ac v es ac v es ac v ac es v ac es v ac es v es ac v es ac v es Leave Leave he Leave door he Leave door he o door he he o nner door he o nner he corr o nner he corr dor nner corr open dor corr open dor a n open dor a gh n open a gh n a gh n gh ace Rep he ex ace Rep sadrooms ng he ace Rep ex cha he soeren ace kboard ex ng she cha ng Rep ex by kboard cha she Rep ace ano ng kboard Rep ace cha he her by ex ace kboard ano he ohe by sdavo ex ng he her ano sby d ex cha by ng o her sby ano avo kboard cha em ng oean her d avo kboard cha ss on by o kboard d em avo o ano he by PM ss em d ano her on by he ss ano her o em on PM avo o her ss ocdepend avo d PM on o he oens avo d em PM he d ss em he on ss em oof on PM ss o PM o PM Replace the existing chalkboard Replace Replace by Replace the another existing the existing the to avoid existing chalkboard Replace chalkboard the chalkboard the emission existing another of another chalkboard PM to another avoid to avoid to the by avoid emission another the emission the emission to avoid of the of emission of PM           Use o d Use o eren d o Use eren o eren Use d rooms depend rooms Use d depend rooms o eren Use d depend Use o on rooms eren ng depend d he Use o on ng eren rooms d ype depend he Use o on ng eren rooms ype o he o on depend ac eren d rooms ng ype o Use he v ac eren on depend rooms o y ype Use o ng v carr ac he depend d rooms y o on Use v carr ype ed eren ng ac depend d he y o ou on carr o v ed eren Use ng depend d ype rooms ac y by ou he on ed carr o ng eren rooms o v he by ype Use d ou he on ac y ng ed depend carr rooms eren he by ype o o he v ou on ac d y ed he ype o by he carr rooms ng v eren depend ou ac ype o he y on ed ng v by carr ac rooms o depend ou y he on he v carr ng ac ed by ype y he on ou v carr ed depend he ype o y he by ou carr ac ed on o ype he by ou v ac ed ng he y o he by ou on v carr ype ac y he by he carr o v ed ac ype he y ou ed carr v o by ou y ed ac carr he by ou v ed he y by carr ou he ed by ou he by he mprove mprove mprove he c mprove he ean c he ean ng mprove c us ean ng he ng mprove c us ng ean a he ng vacuum us mprove ng c a ng ean vacuum us he mprove a ng c vacuum c ean mprove eaner he us a c vacuum c ng mprove eaner ean damp c us a c mprove eaner vacuum he ean ng ng damp c c mprove us a he eaner c ean ng vacuum o damp ng c mprove us h he c ng and o eaner ng damp c vacuum us h he c ean ng and u o c ng c vacuum us eaner h ens he damp ean ng c a and mprove u o ng c vacuum c us ens s h ean ng eaner a and u and damp ng c vacuum c us ens o s mprove ng eaner a and h u he ng vacuum damp c us and c s ens eaner a and o ng ean vacuum damp c h u s eaner he and c a ens and ng o vacuum damp c c h eaner ean c u us s and o damp c ens and ng h eaner ng c and u o damp c a s us h ens eaner vacuum c and and u o ng damp h ens s c a and u o damp vacuum h ens s c and u o eaner h ens s c and u o c h ens s damp eaner and u ens s and u c damp ens o s and h and s c and o u h ens and s u and ens s and                                                                                                                    Install Install a Install mechanical a mechanical Install mechanical Install a ventilation mechanical ventilation Install a mechanical ventilation system a ventilation mechanical system or ventilation system build or system ventilation build Install or windows build system Install windows or a build Install mechanical windows system or a mechanical Install windows build a mechanical or Install windows build ventilation mechanical ventilation windows a Install mechanical ventilation system a ventilation mechanical system or ventilation system build or system build ventilation or windows build system windows or build windows system or windows build or windows build windows and a er he c ean ng ac v es Rep ace Rep Rep ace broom Rep ace he broom Rep ace he by broom ace he broom vacuum he broom vacuum he by c vacuum eaner he by vacuum c he eaner or vacuum c e eaner ec or c ros eaner e or ec c a eaner e ros c or ec u e a ros or ec c u e a ros s ec ens c n u a ros c ens s c ean u a n ens c s ng ean u n ens c s ng ean n c s ng ean n c ng ean ng Open he w ndows o he ou door and he door oec he corr dor dur ng ac vUse ac es ac es vbroom ac es ac es ac es vhea es v ac es v es vbroom ac es v ac es es ac v                                                                mprove cohe ean ng us ng ang vacuum he cby ean cbroom ng eaner us mprove ng damp mprove ang vacuum mprove he cu orooms ccace h mprove he ean and cod csche eaner ean ng mprove u csros us he ean ng damp ng cRep us mprove sng ean ang and he ng vacuum us con che ang oac ng ean us he and ang ng vacuum c ccou eaner ean u us aaeng c vacuum ens ng eaner ng damp c ay son eaner vacuum and ng damp cens eaner cean oper damp vacuum h c o eaner damp hor co and u o c h ens damp eaner can and uonner ens h s and u and cadamp ens o s and h uod ens s ca and o h sean ens and s u and ens sean and     othe dVveelectric Use eren oace Use dnner rooms eren Use d o eren depend rooms d rooms eren Use depend Use o on rooms depend d he Use o ng eren dhe ype depend Use o on ng eren dper rooms o he oon on ac eren dhea rooms ng ype he v eren on depend rooms obroom y ype carr ac he depend oroccupa v ype ed ng ac depend y ou on carr o v ng depend y by he on ed carr ng vng he ype ou he y ng ed carr by ype osvacuum he on ed he ype oh by he v ou ac ype o he y carr by ac o y he v carr ac ed ou v carr ed y by ou carr ed he by ou ed he by by he                                                                                                                                                                                                                                   eac ros aac cby produc sbroom aens er occupa on od Open he w o and he door he corr dor dur ng Rep he broom Rep by ace vacuum he cens Rep eaner by ace he Rep or vacuum he eec ace ec broom ros he ace cou broom ahe by eaner cvacuum he u he ens broom by or vacuum he sodoor ec n vacuum by ros cu ean he eaner adepend ng u ca eaner or ens e ec cou eaner n ros e csmeasures ec ean or ros cou ng u ens cac ros u sand ens n c cued su n ens ng c ean s n ng c ng                                                                                                                                                                  V IV VUse Use he Use eelectric che ev ec cwh reg cv dur dur ng V ng he dur Use occupa he ng occupa he edur occupa ec cec od per Use od per ng od ec ng che he hea occupa dur per od occupa per od Use eeaner Use ec Use V cor hea eper ec Use V ng rac eon cv hea he Use eng con hea ec ng he rng dur cy ng edamp occupa ec rper ng cv he hea dur on he per ng ng dur od he occupa ng on he od per occupa on od on od IV the Use V heating he Use V heating ec during he Use rmprove eoccupa che during ec the rng ecasng hea ec occupation the dur rer occupation ng hea he period dur period he occupa on he per on per per od Rep Rep ace Rep ace Rep he broom ace Rep by broom he by ace broom vacuum by he vacuum Rep broom by vacuum Rep c(e.g., ace eaner Rep vacuum ace he eaner or ace he eaner vacuum eV or broom ec Rep coccupa he eeaner ros by or broom ec Rep ace eaac he cros by or Rep cace he vacuum aper he ros he vacuum u aeren he broom ens vacuum che ec u by ens cvacuum cod ean he u by n eaner asugges cndows ens sror vacuum con ean he by n cdepend eaner eed u cdren or ng ean ens n ees ros or vacuum chea ng ean sapp eaner eacdur ros n ec csed ng u ros ean or ens coccupa c u eaac ng or ec ens scus u ega ros n or ec con svacuum ega aac ros n ec csmeasures ng ean u aper ros nand ens csmeasures ng ean u a ens ng u ens che s ean ne co sec ng ean n cbu ng ean ng                               he door odren he nner corr dor open aus nrooms — — AP — m — ga m AP on ga m AP measures on ga m measures on ga measures sugges measures ed sugges and ed and app and app ed and — ed app — AP — m ed AP — m AP on m AP on ga m ga on sugges measures sugges ed sugges ed sugges no bu app no bu ed app no bu ed app no — ed app — ed AP — m ed AP — ga m AP on ga m AP measures on ga m measures on ga measures on no measures sugges no sugg no e Use o ddren eren rooms Use depend oace d eren ng on rooms he ype o depend d Use o eren dV o vec eren d y on o carr d rooms he ed eren Use depend ype rooms o depend o rooms Use d ac ng eren he oaper v on ng depend d he on carr rooms ng ype he on ng rooms depend ype ou o he on by ype o he v ac he ng ype o y v carr on o y v carr ng ac ed he y ou on v ype carr ed y he by ou o carr ed ac ype by ed vper he by ou y carr he by v ed he y carr ou ed by ou he by he                                                                          he con mprove he ean cros he ean ng con us he ean ng ng cros ean ng adur ng vacuum us ng aros ng vacuum us aeaner ng ccou eaner adur vacuum cby eaner damp cec eaner ccaec eaner ceren o damp h ceaner and damp h ceaner and o h ens c and u o h ens s and u ens s and u ens son and sper and eec gVdren wh ehe eboard gLeave wh eec ghea eboard ehea eboard wh eboard emprove g emprove wh ges emprove wh eboard gcV wh eboard eboard                                                                                               V V V V V V V (e.g., whiteboard) (e.g., whiteboard) whiteboard) whiteboard) V dren dren dren dren dren dren dren dren dren ch dren dren ech ech ros ec ech ao ros ec cd produc arao ros ech ec ccd produc armitigation ros ech cmeasures sng ec produc amitigation ahe ros chea er ssng ech produc aaec ec amitigation er ser ros che aac ech occupa produc ec er ech aros occupa on cwhiteboard) ec produc per ech ac(e.g., ros sAP on occupa ec ang od per produc ech acUse ros er on ec sV cng occupa od ang per produc eUse arUse on ec er cV so od produc ech a(e.g., per ros occupa av ec con on er sec produc ech aUse od ang occupa cecd er seon produc aaec ros on agh od occupa cac er sapplied; produc araesugges aand occupa on ech can er sod ec produc aper occupa on ros er ser ech od aper occupa amitigation ec er ser od ros occupa on produc er od per occupa on produc od per on aed od per er on occupa sbut od per aoccupa er od occupa on on od per od                                                                                                                                                                                  ac v es v ac v ac es v ac es v es Leave he door o he nner corr dor open a n gh —IAP —IAP —IAP mitigation —IAP mitigation —IAP measures —IAP measures suggested measures mitigation suggested suggested measures and suggested and measures applied; —IAP suggested and applied; —IAP applied; and —IAP suggested —IAP mitigation applied; —IAP and —IAP mitigation —IAP mitigation mitigation —IAP —IAP mitigation measures mitigation applied; mitigation measures —IAP —IAP measures measures suggested measures —IAP measures mitigation suggested measures mitigation suggested suggested measures mitigation suggested and suggested suggested and applied; measures measures suggested and applied; not but measures applied; and —IAP applied; not suggested but suggested applied; —IAP applied; not and but suggested —IAP mitigation applied; —IAP not applied; but and —IAP mitigation —IAP applied; not applied; mitigation —IAP but mitigation —IAP measures applied; mitigation not —IAP mitigation measures applied; —IAP mitigation mitigation measures —IAP measures suggested mitigation measures measures suggested —IAP mitigation mitigation measures suggested measures not but measures suggested suggested. mitigation not not but measures suggested. not applied; measures not suggested but suggested. not applied; not but measures suggested suggested. applied; —IAP not not but —IAP applied; suggested. not not —IAP mitigation but applied; suggested. —IAP mitigation not applied mitigati —IA meas mit m rs oheheunch nnerand corrbreaks dor dur ng he                                                                                                                                   Use Use o d Use eren Use eren rooms o eren Use d rooms o eren depend rooms Use d depend rooms o eren ng d depend on rooms eren ng depend he on ng rooms ype depend he on ng ype o he on depend ac ng ype o Use o he ac d o y ype Use o ng v carr ac eren he y o on Use v carr ype ed eren d rooms he y o ou carr o v ed eren Use d ype rooms ac y by ou ed carr o eren depend rooms o v he by Use d ou ac y ed depend carr rooms eren he by o v ou ng depend d y ed he by on carr rooms ng eren depend ou he he on ed ng by rooms ype depend ou he on he ng by ype o he on ac depend he ng ype o he v ac on o y ype v carr ac ng he y o on v carr ype ed ac y he ou carr o v ed ac ype y by ou ed carr v he o by ou y ed ac carr he by ou v ed he y by carr ou he ed by ou he by he e ec ros produc e ros occupa a c produc on per s a od e ec er e ros occupa ec e a ros ec produc e ros on ec c per produc ros e c od s ec produc a a ros c s produc e a occupa a ec s c a ros occupa produc er s a a occupa on c er produc per s on occupa a od per er on occupa s od per a on er od per occupa on od per on od per od ch dren ch dren ch dren ch dren ch dren ch dren ch dren ch dren and a er he c ean ng ac v es Rep ace he broom by he vacuum c eaner or e ec ros a c u ens s n c ean ng ac v ac es v es ac v ac es v ac es v es ac v ac es v ac es v es ac v es ac vaRep ac vdren ac v ac ac ac v v ace ace he ex ace he ex ng he sV ex cha sby kboard cha kboard cha by kboard Rep ano by ace ano her by ano he her oec ex her o sros avo d Rep ng avo d cha ace em he d kboard em he he on ss o ssystem on by PM ss ng o ano on cha PM o her PM avo by d ano he her ss o on avo d PM he ss on ong PM ace Rep he ex ace Rep sby ng he Rep ex cha he su ace kboard ex ng Rep son he cha ng ace ex by kboard cha he ano ng kboard ex cha her by seaand ng kboard ano oeaner by avo cha her ano d kboard by o her he ano avo o by her d avo ss ano he on o d avo oher he PM ss em d on on he ss o em on d PM oens ss he PM on em o ss PM on o PM Replace Replace the existing Rep existing ace chalkboard he ace chalkboard ex sdur he ace ng ex cha she another ng ex kboard cha another ssys ng kboard to cha avoid ano kboard avoid by ano emission the ooccupa her avo ano emission o d her avo of he o d of avo he d he o ss PM on od ss PM PM V VRep                                                                             ch ch dren ch dren ch ch ch ch ch dren eUse ec eUse ros ec aRep ec produc eUse a ros ec caV produc aRep ros cby sdren produc aac athe coccupa er sdren produc er sdren occupa er sex occupa on er per occupa on od per on per per od                                                                                  nsV mechan ns abroom ns ns aes ven mechan ca aes mechan on ven ca ns sys avacuum ns em ca on aV aeeUse mechan or ven ns on abroom mechan em sys avacuum davo mechan ca or on w em ndows sys ven or d em bu ven w avacuum ndows d on ven avacuum w bu sys on ndows d aace em sys w on ndows or em sys bu or d bu or w dbu ndows w ndows ndows Install aes mechanical ventilation Install Install system mechanical mechanical or build mechanical ventilation Install windows ventilation aes ventilation mechanical system system ventilation build build windows build windows system or build windows he cRep ean ng us acaes coher eaner damp csros o h and ens swindows                                  ean                                                                 Use Use heaes V eRep Use ecImprove erthe Use V ec csaes hea evamechan rca he ec cRep Use hea ng reng cvaec dur hea he V ng Use rng e che ng hea ec V ng he Use rd he dur ng eV cven ng Use ec occupa he ng dur Use occupa cros ng ec he hea ng edur Use ro occupa on ceaner he ng hea per eng ro occupa ec dur ceeaner V hea od per he eng Use rca on ec che ng dur V hea od per ng Use rca on he cby dur ng hea od eng per occupa Use V ec on he dur ng od eng re ec occupa per cec Use he dur ng hea V reon occupa cdren ec he ng hea he per ng ror Use occupa on eem che he dur od hea ec ng per occupa on he rou dur ng cy ng od per esor on ec ng od per rycoccupa on ng con he ng hea per dur occupa he od ng ng on occupa dur he occupa ng od per on od per occupa on od on od per od Rep Rep ace Rep ace he ace Rep he broom he ace Rep by broom he he ace Rep broom vacuum by he ace vacuum Rep broom he by he Rep chea ace he eaner broom by cInstall vacuum ace he eaner he or Rep cvacuum ace he by eby or broom ec Rep ace cto he or broom vacuum ec Rep ace he eahe cros by broom ec eaner or Rep he u aahe ros by eor broom ens css ec cace he eaner or u ahe ros broom ens scem he vacuum che u he Rep by an eaner or broom ens cem vacuum cod ean he by n ace ec accvacuum ens sss Rep vacuum con ng ean ros by n cem eaner he ekboard u cdren or ec svacuum ace cvon broom ng ean aon he ens eaner nac eros cem cod ec vacuum chea he u ng ean she eaner eadur ros ens broom or by n ec cw ng eaner u ros ean he sod or ec ens cco cem n vacuum u eaby ros ng or ec ens scc ean he u eaeaner ros n or ec ens con svacuum vacuum ng ean u eaeacc ros n ec eaner ens cscem ng ean u aahe ros n ens csem or ng ean u a eaner n ens csscem ng ec ean u ens or ccss ros ean eavo accens sec ng ean n ros u cc ng ean a ng u n ens ean n ng ng                                                                                                                   Use oace o eren drng eren rooms dbu eren d rooms depend dbu rooms depend rooms ng depend rooms on ng depend he on ng depend ype he on ng o ype he ac ng ype ood he ype he carr v ac ype o ed v carr ac o ou y vcarr ac ed by y ou vc carr ed he y by ou carr ed he by ou ed he he by he mprove he ccace ean ng us ng aeaner co eaner damp oper h and u ens sper and ch dren ch ch dren ch ch ch dren ch dren ch dren ch dren ch dren ch dren ch Rep ace he broom by Rep vacuum he broom co eaner by or Rep he eeren vacuum ace ros Rep ace he broom cy Rep cace he eaner u broom ens ace Rep by or broom sgby he eeeboard he by n ace ec broom Rep vacuum ean he ros by he vacuum ace broom ang he by che vacuum che u he eaner ens broom by cvacuum eaner he sod or n eaner vacuum by eac ccod or ean he eac ros or ec ng ros eaner or u eros ens ec cby ccou or u aed eaner ros ens ee ec u an n ens or ros cou ean u ne a sec ng ean n ccac ros u sou ng ean ens a n c cc ng ean ssu n ens ng cc ean ssou n ng cc ean ng                                                                                               V Vhe Use Vdren eUse ec ro Use V ceren hea edren he ec Use ng recorr cdren ec dur hea he V reddor eche ng hea ec V ng Use rng he dur V cng Use hea occupa he ng dur V ehe Use ng he ec he ng edur Use rUse occupa on he ec cng he per eng rUse occupa ec ceren od he eec ng rRep on ec ceren occupa dur hea per ng rUse on ceboard dur ng hea od ng per on he dur ng od ng occupa per he dur ng od occupa he ng occupa on he per on od per on od per on per            Open he w ndows o he ou door and door oehe he dur ng                                                                              ac v es Leave he door oeren he nner corr dor open aper n gh Use oeren Use d o d Use eren rooms o dhea rooms oace depend dhea o eren depend d rooms ng eren rooms on o Use ng depend d rooms he ohe on eren Use depend d ype he oeren ng depend o rooms ype Use d on ac ng rooms o he voccupa on ng depend ac d y ype he on carr rooms v eren depend ype o y he ed ng carr ac rooms depend ype ou o on vcarr ng ed by oec y he on ou v carr depend he ng ype y he by v carr ed on oec ype ycshe ou carr ng ac ed he o by ou on v ype ac y he he by ou o carr v ac ype y he by ed carr vper o he ou yed carr by v ed he y by carr ou he ed by he by he                                                            eV gVv ehe wh gV wh eboard gees wh eec eboard gnner eboard wh ees gm eboard wh eboard eeren g wh eboard ehe g wh eboard            e g wh e g wh e g eboard wh e wh e g eboard wh eboard V V V (e.g., (e.g., whiteboard) whiteboard) g wh eboard Use Use o d Use o eren d Use d rooms o eren Use d rooms o eren depend rooms depend rooms depend Use on rooms ng depend o on ng d ype depend he on eren ype o he on ac rooms ng ype o Use he v ac on o y ype o v carr ac he depend d o v carr ype ed eren ac y ou carr o v ed ng rooms ac y ou on ed carr v he by ou he y ed depend carr he by ype ou ed o by ng ou ac he on v by y he he ype ed o ou ac by v y he carr ed by he V V V V V V V                       V— Use e r c V hea ng Use dur he ng e ec he V r c occupa hea V Use ng V Use on he dur V per e Use he ec ng od e Use r he he ec c hea e occupa r V he ec c hea e ng r ec c Use dur hea V ng r on c dur ng he hea per ng Use e he dur ng od ec ng occupa he r he dur ng c e hea occupa ec he ng r occupa on ng c he hea per dur occupa on od ng per ng on dur od per he on occupa ng od he od occupa on per on od od                                                                       Rep Rep ace Rep ace he broom Rep ace he broom he by broom he by broom vacuum he by vacuum he by vacuum c he eaner vacuum c eaner or c eaner e or ec c eaner e ros or ec e a ros or ec c u e a ros ec ens c u a ros ens s c u a n ens c s ean u n ens ng ean n c s ng ean n c ng ean ng                 AP — m ga — AP on m AP — measures ga AP on ga m measures on sugges — ga measures — AP on ed sugges measures — m AP and sugges ga m AP app ed on ga m and sugges ed measures ed on ga app and — measures on ed app ed AP measures and sugges — m ed app sugges ga — AP ed sugges ed on m and AP ed — measures ga and app m ed AP on and ga app ed m measures on sugges app — ed ga measures — ed AP on ed sugges measures — m AP bu sugges ga m AP no ed on ga m app bu sugges measures ed on ga no ed bu measures on ed app — no measures bu sugges app ed AP no sugges — m ed app ed sugges ga — AP bu ed ed on m no AP bu — ed measures ga app m no bu AP on ga app no ed m measures on no app — ed ga measures sugges — ed AP on no measures — m AP ed sugges no ga m AP sugges on ga m no ed measures on ga sugges ed measures on measures ed no sugges no sugg no e ec ros a c produc s a er occupa on per od ac ac es v ac v ac es v ac v ac es v ac es v ac es v ac es v ac es v ac es v ac es v ac es v es ac v es ac v es —IAP mitigation measures —IAP suggested —IAP —IAP mitigation mitigation and mitigation applied; —IAP —IAP mitigation suggested suggested mitigation suggested measures applied; measures applied; suggested applied; —IAP suggested —IAP and —IAP mitigation applied; mitigation but mitigation not —IAP applied; mitigation suggested —IAP suggested suggested mitigation but measures not but applied; not but measures suggested applied; not applied; —IAP not —IAP but suggested. not —IAP mitigation applied; mitigation mitigation —IAP mitigation not suggeste not sug not m Rep Rep ace Rep ace he ex ace Rep he shea ex ng he ace Rep sVhea ex cha ng he sace kboard cha Rep ex ng sng he kboard cha ace ng Rep ex by kboard cha sdren he Rep ace ano ng by ex kboard Rep ace cha ano he her she by ng ex Rep ace kboard ano he her oec by cha sV avo ex ace ng he her ano odur kboard sVavo d ex cha by Rep ng he o her he scoccupa ano avo d kboard ex cha Rep ace em ng by he oses her d avo kboard cha ss ace Rep em ano ng he he on by o kboard d ex cha ss em he her ace avo o ano he Rep son by kboard ex PM ss ng em o he d o ano her son ace avo by cha he PM ex ss ng Rep oano her oem sng by he on d kboard cha PM avo ng ace he ex ano o her ss ohe kboard cha avo d em PM son he her ohe ng he by oss kboard avo d ex em cha ano PM on ohe he by sng avo d ss ng oon em kboard ano her he by on PM d cha ss em her ano oo he on avo kboard by PM ss em o her o on ano avo d PM sson o he by on her d avo PM em ano ohe o d PM ss em avo her he on ss em d o oon avo he PM ss o em on d PM o ss he PM on em o ss PM on o PM                                                                                                                                                       ch dren ch ch dren ch dren ch dren e ros a produc s a er occupa on per od                                                                                                                                                                   V V Use V Use he V e Use he ec e r Use V he ec c e r he ec c Use ng r e c ec dur hea he ng Use r e c dur hea ec ng he r he dur ng e c ng hea ec occupa he ng dur r occupa c ng hea ng V dur occupa on he ng per ng Use on occupa od per he Use on he ng V od per e Use on he he ec od e per r occupa Use V he ec c on hea od e r he ec per c Use hea V ng r e on od c ec dur hea he per ng r Use e c dur od hea ec ng he r dur ng c ng e hea occupa ec ng dur r occupa ng c hea dur occupa he per ng ng on occupa dur od per he on occupa ng od per he od per occupa on od per on od per od ac v es ac v es ac v ac es v ac v ac es v ac es v es ac v es             e paand n ng co he agec ac ace ex ace Rep sa dren ng he ace Rep ex cha he sace kboard ex ng she Rep ex by kboard cha sdren ace ano kboard Rep ace cha he her by ex Rep ace kboard ano he osys by sdbu avo ex ace ng he her ano sdbu d ex cha ng o her he sad ano avo kboard ex cha em ng oeren saor her d kboard cha ss ng he by o kboard d cha em avo oano he by kboard PM ss em ddren ano her on by he ss ano her oem by on PM avo ano o her ss oon avo d PM on her o ondows avo d em PM oaon avo d ss em he on d ss em o he on PM ss em o on PM ss o on PM oem PM                  w                                                                                                                          a er eanvnges ac v es   Rep Use o rooms depend on he ype o ac v y carr ed ou by he mprove cao ean ng us ng vacuum c eaner con o and undows ens s and ch dren ch dren ch dren ch ch dren                                                                                ch ch ch ch dren ch ch ch dren ch dren ch dren ch dren                                   ns ach ns aRep mechan ns addren amechan ca ca ven ca a on ven ang on aRep ns em sys on ahe or bu mechan or or w ca w ns d ndows ven aex w ndows mechan aw on sys ca em ven or bu d w sys em or bu dbu w ndows ns mechan aex adepend ass mechan ca aype ven mechan ca aRep on ven a ca sys ad ven aby em ca on aon or ven sys bu ca em aac d ven on or w em ndows sys a or d on em w sys or ndows d bu ndows d or w ndows d w Install Install mechanical mechanical ns amechan adven ventilation mechan aeboard ventilation ns aed mechan acha ca system ang ven mechan system ca ao ven on ca build aeren ven on windows em sys aby windows on em bu sys davo em bu ndows or d w bu ndows d w ndows ac v ac es vdren vype ac es v es Rep ace he ex sns ng cha Rep kboard ace he by ex ano ssys ng her cha ace o kboard avo ace he d ace he he sdepend ace ano em ng he sng ex cha ng her he Rep she on kboard ex cha ng o oahe sng ace avo kboard cha PM ng he d by kboard cha ace he ex ano by kboard em sype he ano her by ss ex cha ano her on o by seac avo ng o kboard ano her o PM avo d cha her o he avo kboard d by em o he ano avo dbu ss em he by on her ddamp ss em ano o he on o PM ss em avo o her PM ss dh o o on he PM o em d PM ss he on em o ss PM on ohe PM                 bu                                                                                                 eV gdren ewh gaV ehe wh eboard g wh eeboard gace eboard wh g wh g eboard wh esys g eboard eeren wh g eem eboard gaes eem wh g wh eboard eor gon ens wh g wh ens g eboard wh ens eboard wh ens gens eboard wh eboard Use Use oace ddren Use o eren o Use eren rooms ohe eren Use rooms depend rooms Use depend rooms oeren Use d depend Use o on rooms ng depend d Use ng eren rooms d depend Use o on ng dbuild rooms ype oehe Use o on depend ac eren dndows rooms ng ype o Use o he vceboard ac eren depend d rooms o y ype Use o ng v carr eren he d rooms y o veboard carr ype ed eren ac d rooms he yss ou on carr o ved eren Use depend rooms ac yg by ou he on ed carr depend rooms o v he by ype Use d ou he on ac ymechan ng ed depend carr eren he by ype oao ong he v ou on ng depend ac y ed he omechan he on carr rooms ng vng eren ou ac ype o he y he ed ng vby carr rooms ype o depend ou y he on he vsys carr ed by ype o y he ou v carr ed depend he ng ype o y by ou v carr ac ed on o y he by ou v carr ac ed ng he y he by ou on v carr ype ed y he by he ou carr o ed ac ype he by ou ed vavo he o by ou yed ac carr he by v ed he y carr ou ed by ou by he V V Rep V V V V V V V V V V V Rep he broom by he vacuum cec eaner or eon ec ros avacuum crooms u s n cex ean ng                                                                  V Use V he Use V echa Use ec he V rkboard eac Use con he ec hea ehe Use rRep he ec ceboard ng hea rRep he dur hea eng rRep ec ng dur hea ng rRep he cby dur ng hea ng occupa he dur ng ng occupa dur ng on occupa he ng per occupa on he od per occupa on od per on od per on od per od Rep ace he broom he cace eaner or ec ros aac che u sem n c ean                                                                              Rep Rep ace Rep he sd ex ng ace Rep sVeehea ex cha ng he soeren ace kboard cha Rep ex ng sng he kboard cha ace ng ex by kboard she ano ng by ex cha ano her swh by ng kboard ano her o by cha avo Rep her ano o kboard avo d by Rep ace o her he ano avo d Rep em he by he oac her d avo ex ss ace Rep em ano he he sby on o d ex em ng he her ace avo o he Rep sng on ex cha PM ss ng em o he d o so on ace avo kboard cha he PM ex ss ng Rep o em sng he on d kboard cha PM he ex orss by kboard cha em PM son he ano ng by o ss kboard cha ano her PM on by sng ng o kboard ano her o by PM avo cha her ano o avo d kboard o her he ano avo d em he ong by her d avo ss ano he on o d ss em avo oher he on PM ss em d ong o on avo he PM ss o em on d PM ov ss he PM on em o ss PM on ohe PM Use oace dex eren rooms Use depend o d eren ng on rooms he ype Use depend o Use oon ac d Use oace ng v eren d y on o Use carr eren d rooms he o ed eren Use d ype rooms ou o eren depend o by Use d ac depend rooms eren he v ng depend d y on carr rooms ng eren depend he on ed ng rooms depend ype ou he on ng by ype ong he on ac depend he ng ype oby v ac on oens ype yod v carr ac he o y on v ype carr ed ac y he ou carr v ed ac ype y by ou ed carr v o he by ou y ac carr he by ou ed he y by carr ou he ed by ou by he e g wh e eboard g wh e g eboard wh g eboard wh eboard e g e wh g e wh eboard g e wh eboard g wh eboard eboard V V V V V V V                                                                                                                                      ch dren e ec ros a c produc s a er occupa on per oor Leave o he nner corrodor ngcorr dorVVopen                                                       V Use he e ec V r c hea Use ng he dur e ec ng V r he c hea occupa Use V ng he Use dur V e on ec ng he per r Use e c he od hea ec occupa he c ng e hea ec dur r on ng c hea per dur he od ng occupa dur he occupa ng on he per occupa on od per on od per od he door hedur nner a n gh                                                                                                                                          V Use V Use he V e Use he ec e r Use V he ec c hea e r he ec c Use ng r e c ec dur hea he V ng r e c dur hea ec V ng Use r he dur ng V c ng Use hea occupa he he ng dur e Use occupa ng he ec he ng V e dur r occupa on he ec c he V hea per e ng Use r on occupa ec c V hea od per he ng Use r he c occupa dur hea od per e ng Use on he ec dur ng od e ng per r he ec c on he dur ng hea od e r ec occupa per c he ng hea ng r od occupa c he dur hea ng occupa on dur ng per on he dur ng od per occupa on he ng od per occupa he od occupa on per on od per on od per od — — AP — m AP ga m — AP on ga m AP — measures on ga m measures AP on ga m measures on sugges ga measures sugges — on ed sugges measures AP and ed sugges m and app ed ga and sugges app ed ed on — app and — ed measures ed AP — app ed AP and m — m AP ed app ga sugges ga m — AP on ed on ga m measures AP ed — measures ga and m measures AP ga app sugges m measures on sugges ed ga measures sugges — ed on ed sugges and measures AP bu ed app sugges m no bu ed ga ed app no bu sugges ed on — app no ed bu measures ed app AP — no ed bu m — app ed AP no ga sugges — m AP ed app on ga m — AP measures ed ed on ga m AP bu — measures on ga m no measures AP sugges on ga app m measures on no ed ga ed measures sugges no — bu on sugges no measures no AP ed sugges app no m ed sugges ga ed no ed on — sugges ed measures AP m ed ga no on sugg m AP m — AP on m AP — measures ga m on ga — measures on sugges AP measures sugges ga and on sugges measures ed and ed ed app and — sugges app ed AP — m ed ed app ga and — AP ed on m app AP measures ga m ed AP on ga — m measures on sugges AP ga measures m on ed sugges measures ga bu on sugges no measures ed app bu sugges ed no ed bu sugges ed app — no bu app ed AP ed no — m bu ed app ga — no AP ed on m app AP — meas ga m ed A mitigation mitigation — suggested AP m suggested ga on measures applied; applied; —IAP —IAP mitigation ed mitigation app ed — suggested AP m suggested ga but not but measures applied; not applied; sugges —IAP —IAP ed bu mitigation no mitigation app ed — not AP suggested. m not ga suggested. on measures no sugges ed                                                                                        e gadren wh eboard ens gmechan eboard eem gad e wh gaes eor wh eboard gdepend easys wh eboard gadepend wh eboard eboard ens gmechan wh eor gven eboard wh eboard                                V —IAP V V V V V V V Use o o eren Use o rooms o eren d rooms eren rooms rooms ng on ng depend ng ype he on ng ype o on ac ype omechan he v ac ype o yaem vhe carr ac o yss vapp carr ed yss ou vohe carr ed y by ou carr ed he by ou ed he by ou he by he                                                                                                                                               ch dren ch ch ch dren ch dren ch dren ch dren ch dren ch dren ch dren dren ch dren ch dren ch dren a—IAP ach mechan adren amechan amechan caeboard aven ca mechan a wh ven ca on ven aeboard ca awh ns sys aon ven mechan aUse ns em sys ca on ad aUse mechan aor ven ns em ad on bu ca aRep mechan or ns sys aeren ven dbu a— mechan ca on or w em dbu ndows sys ven ach mechan ca w on dsugges ndows em bu ven a— ca w or ndows d on ven aga mechan ca em aw bu sys adepend on ndows ven amechan or d aand em sys w bu on ca ahe ndows or aeboard em sys dby on ven bu ca w ach em sys mechan ndows dbu a ca ahe or w em aon d ven bu ndows am or w sys ca on d bu ndows ven w em sys on davo ndows ca or w em sys aac bu ndows ven on or em d bu sys a w or don ndows em bu w sys or ndows dand w bu ndows dor w bu ndows d— w ndows V            ac vaagdren es ac v Rep ace Rep he ace ex ace he ssys ng ex ace he scha ex ace ng he kboard sg ex cha ng he sg kboard ex cha ng by sg kboard cha ano ng by kboard cha her ano by kboard o ano her avo ano her ong by d avo he ano her ohe avo d em her o he ss avo d o on d o em he on PM d em on PM ss em o on PM ss o on PM oem PM                                                ensV g ens wh gaVdren ens wh eboard g wh ens eboard wh ens g eaaa g wh eboard ehe ens wh ens eboard wh ens eboard g eboard wh eaon g wh ens gkboard eboard wh eboard ch ch dren ch dren ch dren ch dren ch dren ch dren dren Veaner V V V V V V V                   avo                                ns aIII mechan ns aex ns amechan ca ns aven mechan aeboard ca mechan on ven ca ns sys ven aRep ns em ca on akboard aRep mechan aor ven ns sys aon bu aex mechan ns em sys aV adavo aex mechan ca or on w em abu ndows sys ven mechan ca or d em bu ven ca w awh or ndows d on ven ca aw bu sys on ven ndows d aavo em sys w aem ndows or em sys on bu or em sys d bu or w em d bu ndows or w d bu ndows w dndows w ndows         V Use e ec r c hea ng dur occupa on per od broom by he vacuum c eaner or e ec ros a c u ens s n c ean ng Rep ace he ex s ng Rep cha ace kboard he ex by s Rep ano ng cha her ace Rep kboard o he ace avo ex Rep s he d by ng ace he ex ano cha em s he her ng ss kboard ex cha on o s avo ng o kboard by PM d cha ano he kboard by em her ano ss by on her avo ano o o d PM avo her he em d o he ss em on d o ss he PM on em o ss PM on o PM                                                                 Rep Rep ace Rep ace he ace Rep he s ex ng he ace Rep s ex cha ng he s ace kboard cha ex ng s he kboard cha ng Rep ex by kboard cha s Rep ace ano ng by Rep ace cha ano he her by ace kboard ano he her o by s Rep ng her ano o s avo d ex cha by Rep ace ng o her he s ano avo d kboard cha Rep ace em ng he he o her d avo kboard ex cha ss ace em he he s on by o kboard d ex ss em ng he o ano he s on by ex cha PM ss ng d o ano her s on by kboard cha he PM ss ng o ano her o em on cha PM avo o her ss o by kboard avo d PM on ano o he by o avo d em ano her PM he by d ss em ano her o he on avo ss em her o o on avo d PM ss o o he on avo d PM em o he d PM ss em he on ss em o on PM ss o on PM o PM Improve he c ean ng us ng a vacuum c damp c o h and u ens s and                                                                             ch dren ch dren ch dren ch dren ns ae— a erga mechan ca ven ns a a a on mechan sys em ca or ns ven bu a ns a d a mechan w ns on a ndows a mechan ns sys a a mechan ca em a ven mechan or ca bu ns ven ca a a d on ven ca w a a ns mechan sys ndows on ven a a em sys a on mechan a or em sys ca on bu or ven em sys d bu ca or w em a d bu ven ndows on or w d bu ndows sys a w d on em ndows w sys or ndows bu em d or w bu ndows d w ndows                                                                                                                                                  V V Use V Use he V Use he ec Use V he ec c hea e r he ec c Use V hea ng r e c ec dur hea he V ng Use r e c dur ng hea ec V ng he Use r he dur ng e V c ng Use hea ec occupa he he ng dur V r e Use occupa c ng he ec he hea ng V e dur Use r occupa on he ec c he V ng hea per e ng Use r on occupa he ec dur c V hea od per he e ng Use r on he ec c ng occupa dur hea od per e ng Use r on he he ec c dur ng hea od e ng per r occupa V he ec c on he dur ng hea od e ng r ec occupa per c Use he dur ng hea V ng r on od occupa c he dur ng hea he per ng Use occupa on e he dur ng od ec ng per occupa on he r he dur ng c od per e hea occupa on ec he ng od per r occupa on ng c he hea od per dur occupa on od per ng ng on dur od per he on occupa ng od per he od occupa on per on od per od                           — — AP m AP m — AP on ga m AP — measures on ga m measures AP on — ga m measures on sugges AP — ga measures m sugges — AP on ed ga sugges measures — m AP and ed on sugges — ga m AP and measures app ed on ga m AP and sugges app ed measures ed on — ga m app and — ed measures sugges on — ga ed AP — app ed AP measures and on m sugges — AP — m ed AP measures ed app ga m sugges AP and ga — m — AP ed on ga sugges ed m app on ga m and measures AP ed on — sugges ga measures — ga ed m and app measures ed on measures AP AP — ga and app measures ed sugges m measures m on sugges and AP app — ed ga sugges measures ga m sugges app — ed AP on on sugges ed ga sugges and measures — m measures ed AP bu ed and sugges app — ga m AP ed no bu measures ed app on and ga m ed app AP no bu sugges sugges ed measures on — app ga m ed app no and ed bu measures sugges on — ga ed app AP ed — ed no ed app measures bu on and m sugges — AP — app ed AP ed ed measures no ga m sugges app — AP bu m AP ed — app ed on ga sugges m no ed ga m — AP bu measures AP ed on ed sugges ga app — on ga m no AP m bu measures — ed measures on on ga AP ed app m no ga bu measures ed measures AP sugges on — m ga app on no bu ed m measures sugges measures ga on no AP app no — ed ga ed measures on sugges sugges m no app — bu ed AP on measures ed sugges ga no measures no — bu sugges m ed AP ed ed on sugges app no no — ga m bu AP measures ed sugges sugges ed app on ga m no ed AP no ed bu measures on — app ga m ed sugges ed no ed measures no on — ga AP bu ed app sugges measures on ed m no — no AP ed measures sugges ga m no app AP ed — on sug ga no m ed m A e                                                                                                                           eaa g wh ega geven eboard eon wh g eem wh eboard gV eem wh eboard g wh eboard eboard Use o d eren depend ng ype o vsugges y carr ed ou by he V V V V V                Use d eren rooms depend ng on he ype om ac y carr ed ou by he                                                                            measures                                       on                  mechan aega mechan aoon amechan ca ns ahea ven ca mechan aeboard ven ca on ven aeboard ca awh ang on mechan a— sys ca on acoccupa or ven sys on bu ca or sys aV ven dbu on or w em d bu ndows sys aon w or on aV d ndows em bu aon mechan w sys aor ndows drooms aon mechan em w bu ndows ca or dhe w bu aes ven ca mechan ndows aeboard ddur ven ca w aUse aens mechan ndows ven aca aon aon mechan ahe em sys ca on aoccupa or ven em on bu ca or em aac dbu ven on or w em d bu ndows sys a w or don ndows em bu w sys or ndows d w bu em ndows dor w bu ndows ded w ndows V— Use he ec rm cV V ng Use dur he ec he rsugges hea Use dur V per Use he ng V od eUse he he ec eoccupa rsugges Use V he ec c— hea evamechan rsugges ec c Use hea V ng erv on cec he hea per ng rmeasures ecga dur ng od hea ec ng he rsys he dur ng cven ng emeasures hea occupa ec he ng dur rmeasures ng csys he ng hea dur occupa on he ng per ng occupa dur od per he on occupa ng od per on he od per occupa on od per on od per od ac Rep ace he ex sahe ng cha kboard by ano her osys avo d he em ss on oon PM AP m — AP AP — measures ga m AP on ga m measures sugges — measures AP ed measures — m AP and sugges m AP app ed m AP and sugges ed measures ed m app and — measures ed app ed AP measures and measures ed app ga — AP ed sugges ed on m and AP ed — sugges and app m ed AP on and ga app ed m on sugges and app — ed ga app — ed AP on ed sugges measures — m ed AP bu — ga m AP no ed on ga m app AP bu sugges measures ed on ga m no ed bu measures on ga ed app — no measures bu sugges app ed AP measures no sugges — m app ed sugges ga — AP bu ed ed sugges on m no AP bu — ed measures ga app m no bu ed AP on ga app no bu ed m measures on no app no — ed ga measures sugges app — ed AP on no measures — m ed AP ed sugges no — ga m AP sugges on ga m AP no ed measures on ga m sugges ed measures ga on ed no measures sugges no sugg no e ens gmechan eboard ehe gV wh ens g wh ens g wh gon eboard wh eboard V V V           ensV g a— ens wh gaVa— ens wh eboard gaex wh ens eboard eboard wh g wh esys g eem wh g ehe eboard g wh ens eboard g ens wh g ens wh g wh eboard eboard V V V V V V oor eoeche dorsdur ngoccupa Von V                rosnner a c corr produc a er per od                                                 V Von Use V he V Use he ec e— Use rga ec ceboard hea eon rga he ec capp hea rga ec ceboard dur hea ng rga ceboard ng hea ng dur ng ng occupa he dur ng occupa he ng occupa on he per occupa on od per on od per on od per od AP m ga on measures — AP m sugges on ed — and measures — AP — m AP sugges — ga m AP on ga m AP ed AP measures on ga m — m measures on ga app ga measures AP on sugges — ed m measures sugges measures AP — ga ed sugges m on and AP ed sugges measures ga m sugges and app on ga and app measures ed on ed sugges and app — ed bu measures app — ed AP no sugges ed — m ed app AP and sugges — ga m AP ed ed app on and ga m AP — ed ed measures on ga app m bu AP — measures on ga no ed m measures AP on sugges app — ga m measures sugges on AP ed ga ed measures sugges — m on bu ed sugges measures ga AP no bu ed on m no app no bu measures ed ga sugges app no sugges bu ed on app no — ed measures ed sugges ed app — ed AP bu — m ed AP ed no no — ga m AP bu app sugges on ga m no AP ed measures on ga app m ed — meas on ga ed m A            Rep Rep ace Rep ace he ace Rep he sgex ng he ace Rep sseex cha ng he sace kboard cha Rep ex ng she cha ace ng Rep ex kboard cha she he Rep ace ano ng by ex kboard Rep ace cha ano her swh by ng Rep ace kboard ano he her o by cha saavo Rep ace ng he her ano o kboard saavo dven ex cha by Rep ace ng he o her he sed ano avo d kboard ex cha Rep ace em ng he by he o— sdur her d avo kboard ex cha ss ace em ano ng he sson by o kboard d ex cha ss em ng he her avo o ano he 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ndows AP m ga on — measures AP m sugges ga on — ed measures AP and — m app AP sugges ga — ed m on AP — ga measures m on and AP measures ga m app on sugges ga measures on sugges — ed measures and AP sugges ed app m and sugges ga ed ed app on and — ed ed measures app AP bu — m no ed AP sugges ga app — m on AP ed ga measures ed — m on bu measures ga AP no on sugges m app measures ga sugges ed ed on — bu measures sugges ed no AP bu app m ed no no ga bu ed app sugges on — no ed measures app AP ed — m ed A — AP — m AP ga m — AP on ga m AP — measures on ga m measures AP on ga m measures on sugges — ga measures sugges — AP on ed sugges measures — m AP and ed sugges ga m AP and app ed on — ga m and sugges app ed measures ed on — ga AP app and — ed measures on — m ed AP — app ed AP measures and ga m sugges AP — m AP ed app on ga m sugges ga m — AP measures ed on ga sugges ed on ga m and measures AP ed on — measures on ga and m app measures ed sugges measures AP on and 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