The Changes in Indoor Air Pollutant Concentration in Nursery in Dubai, United Arab Emirates

International Journal of Advanced Research in Engineering Innovation
e-ISSN: 2682-8499 | Vol. 5, No. 1, 47-56, 2023

http://myjms.mohe.gov.my/index.php/ijarei
The Changes in Indoor Air Pollutant Concentration in Nursery in

Dubai, United Arab Emirates
Chuloh Jung1*, Muna Salameh1, Mohammed Sherzad1, Mohammad Arar1
1
Department of Architecture, College of Architecture, Art and Design, Ajman University, United Arab
Emirates
*Corresponding Author: c.jung@ajman.ac.ae
Accepted: 15 March 2023 | Published: 31 March 2023
DOI: https://doi.org/10.55057/ijarei.2023.5.1.4
___________________________________________________________________________
Abstract: Recent statistics indicate that as indoor pollutants' effects on the human body
become a severe issue in Dubai, the need for systematic IAQ (indoor air quality) management
is increasing. This paper aims to identify the IAQ pollution status according to the
characteristics of nursery rooms and playrooms and suggest ventilation methods. As a
methodology, indoor temperature and humidity and indoor air pollutants (Carbon Dioxide
(CO2), PM10, Formaldehyde (CH2O), TVOC (Total volatile organic compounds) were
measured in two different scales nurseries. The result showed that CO2 was measured below
the maintenance standards of KHDA regulation at all measurement points, nursery A at 870
ppm and nursery B at 860 ppm. PM10 has exceeded the maintenance standard of 100 μg/m3
in the playroom and nursery room of nursery A due to less cleaning times and ventilation.
TVOC was 1,504 μg/m3 and 723 μg/m3 in both facilities, exceeding the recommended standard
of 400 μg/m3 in the nursery room. CH2O concentration was below the maintenance standard
at all measurement sites. This study will serve as primary data for further investigation of
indoor air pollution in nurseries according to the size and type.
Keywords: IAQ (Indoor Air Quality), Nursery, Playroom, Formaldehyde (CH2O), TVO
__________________________________________________________________________
1. Introduction
Recently, as the effects of indoor pollutants on the human body have been revealed, the need
for systematic IAQ (indoor air quality) management is also increasing (Zhang & Srinivasan,
2020; Kumar et al., 2016; Yu & Kim, 2011). Accordingly, research is being conducted very
actively in Dubai (Jung & Awad, 2021; Joghee et al., 2020). However, these IAQ problems are
focused on apartment buildings, new buildings, and office buildings, so studies on other
facilities are still insufficient (Jung & Awad, 2021; Mannan & Al-Ghamdi, 2021). In particular,
the importance of IAQ management is emphasized in the nurseries for children who have
weaker immunity than adults (Sundell, 2004). In children's cases, indoor air pollution's adverse
health effects may be more severe than in adults (Manisalidis et al., 2020; Fonseca et al., 2019).
Children have weaker immunity than adults, and because they inhale a lot of air relative to their
body weight, pollutants can accumulate more in children than in adults (Sly & Carpenter, 2012;
Peled, 2011). Since indoor air pollution can reduce children's learning ability, it is essential to
create a comfortable indoor environment for children's smooth learning (Branco et al., 2015;
Genc et al., 2012). Carbon Dioxide (CO2) and other gaseous pollutants can reduce
concentration in children (Azuma et al., 2018). When various symptoms of indoor air pollution
appear, the number of stones can increase (Irga et al., 2018; Salthammer et al., 2016). As a
47
Copyright © 2023 ASIAN SCHOLARS NETWORK - All rights reserved
e-ISSN: 2682-8499 | Vol. 5, No. 1, 47-56, 2023
result, concentration and learning performance may also be lowered (Wulf & Lewthwaite,
2016). Therefore, maintaining proper IAQ in the nursery, the target facility for children, will
help improve children's health and learning ability (Mainka et al., 2015). This study aims to
select one large-scale and one small-scale nursery school to identify the IAQ pollution status
according to the characteristics of nursery rooms and playrooms and suggest ventilation
methods. For this purpose, indoor temperature and humidity and indoor air pollutants (Carbon
Dioxide (CO2), PM10, Formaldehyde (CH2O), and TVOC (Total volatile organic compounds)
were measured in two nurseries.
2. Material and Methods
2.1. The Characteristics of Nursery

A nursery facility is a facility that protects and educates infants and young children under the
entrustment of their guardians by the Infant Care Act, and in principle, preschool children aged
0 to 6 years old (Rodgers et al., 2019). According to the establishment entity, the types of
nurseries are classified into national, public, private, and workplace childcare facilities (Gomez
et al., 2016). The sector constituting the nursery facility is organized into a public sector, a
management sector, and a service sector according to the nature of the space (Al Horr et al.,
2016). According to the facility standards, nursery rooms in the public sector, offices in the
management department, kitchens in the service sector, and toilets are essential facilities
(Matsushima, 2019). The general use of infants and toddlers is the nursery room and the
playroom, and it is a space that has been occupied for a more extended period than other rooms
(Chan & Adabre, 2019). The office (director's), the management sector, is where functions
such as counseling with guardians and applications for new inpatients are performed
(Hassanien et al., 2021). In the case of a kitchen in the service sector, it is usually installed on
the first floor in a nursery with two or three feet, and it should be arranged so that there is no
hindrance to childcare due to the smell (Calderón-Garcidueñas et al., 2015). Table 1 below
shows the room composition for each division of childcare facilities.
Table 1: Room Composition by Sectors of Nursery

Classification Type of Room
Public Sector Nursery room*, game room (playroom), nap room, painting room, library, dining
room, audio-visual room, outdoor playground, water playroom, earth playroom
Management Office (Director's Office)*, Nursing Room, Teacher's Office, Data Room,
Sector Teacher Lounge, Management Room, Observation Room
Service Sector Kitchen*, Breastfeeding Room, Toilet*, Washroom, Bathroom, Warehouse, MEP
Room
Classification Type of Room

Public Sector Nursery room*, game room (playroom), nap room, painting room, library,
dining room, audio-visual room, outdoor playground, water playroom, earth playroom
Management Sector Office (Director's Office)*, Nursing Room, Teacher's Office, Data
Room, Teacher Lounge, Management Room, Observation Room
Service Sector Kitchen*, Breastfeeding Room, Toilet*, Washroom, Bathroom, Warehouse,
MEP Room
The activity patterns of children in the nursery are as follows. In the meantime, other activities
for behavior change are being developed around the three basic behaviors of collective and
normative play, eating, and napping (Ferguson et al., 2017). Most children’s activities are
carried out in daycare facilities (Bingham et al., 2016). The game room (playroom) is used for
activities that cannot be handled sufficiently in the nursery room, such as dynamic play by
48
e-ISSN: 2682-8499 | Vol. 5, No. 1, 47-56, 2023
many children using large playground equipment, rhythm activities performed by all children
in a class, and other group events (Mehtälä et al., 2014).
2.2. Standards for IAQ Management in Nursery

According to the regulation by KHDA (Knowledge and Human Development Authority),
nursery facilities are subject to IAQ management, which has been in effect since 2020 by the
UAE Ministry of Climate Change and Environment (Thomson Reuters, 2021). Owners of
nursery facilities are obliged to receive education on IAQ management from educational
institutions entrusted by the UAE Ministry of Climate Change and Environment, and those
who install nursery facilities are obliged to install air purification facilities and ventilation
facilities of a specific structure and standard (The National, 2021) (Table 2). In addition,
construction materials that emit more than the standard of pollutants, such as formaldehyde
(CH2O) and TVOC, are announced in consultation with the relevant ministries. Their emission
in the nursery is prohibited (Fabbri & Boeri, 2014; Ismail et al., 2020). The nursery greenhouse
must measure maintenance standard pollutants once a year and recommended standard
pollutants once every two years and report the results to the KHDA annually (Settimo et al.,
2020; Sharma et al., 2019).
Table 2: Standards for IAQ Management in Nursery in Dubai

Indoor Air Pollutants Standards
Carbon Monoxide (CO) Ten ppm
Carbon Dioxide (CO2) 1000 ppm
PM10 100 μg/m3
Total Suspended Bacteria 800 CFU/m3
Formaldehyde (CH2O) 120 μg/m3
Radon (Rn) 4.0 pCi/l
Ozone (O3) 0.06 ppm
TVOC 400 μg/m3
Nitric Oxide (NO) 0.05 ppm
2.3. Target Nursery Facilities

This study carried out measurements at childcare facilities located in Dubai and Sharjah. They
are private nurseries, and the building was expanded in 2006 and 2008, respectively. Nursery
A has a total floor area of 1,048 m2, and Nursery B has a total floor area of 118 m2. Nursery
A is a large-scale facility using a single building, and Nursery B is a small childcare facility
within a building. The total number of children is 92 and 17, respectively, and the area occupied
by each infant is 14 m2 and 6 m2. Both nurseries are residential areas, and in terms of
maintenance related to indoor air quality, the toilet had an exhaust fan, and disinfection was
carried out regularly 12 times a year. Measurements were made in April 2021. The
measurement site is a nursery room where children reside most of the time, so management of
IAQ is prioritized over other spaces, and a playroom with play equipment, where a large
number of children can actively engage in physical activity at the same time and have a long
residence time (Table 3).
Table 3: Information on the Target Facilities

Classification Nursery A Nursery B
Location Dubai Sharjah
Type Private Childcare Facilities Private Childcare Facilities
Area 1,048 m2 118 m2
Year of Construction 2006 2004
Year of Establishment 2006 2008
Number of Children 92 17
49
e-ISSN: 2682-8499 | Vol. 5, No. 1, 47-56, 2023
Number of Employees 16 4
Urban Context Residential Area Residential Area
Ventilation Device Exhaust Fan in Bathroom Exhaust Fan in Bathroom
Availability
Regular Disinfection 12 times/year 12 times/year
Frequency
Number of Cleanings per Day One time Three times
Average Natural Ventilation Approx. 20 minutes Approx. 120 minutes
per Day
2.4. The Methods and Contents of Measurement

Measurement items were temperature and humidity (RH), fine dust (PM10), a biological
pollutant, carbon dioxide (CO2), formaldehyde (CH2O), and TVOC as indoor air pollutants
(Vornanen-Winqvist et al., 2020; Saini et al., 2020). Temperature and humidity were measured
for 30 minutes using Thermo-Hygrometer HTA106, and fine dust (PM10) was measured by
PAS-201 (Čampulová et al., 2017). CO2 was measured for 30 minutes using TSI 7545 IAQ-
CALC. For TVOC, Varian-SATURN2200 was used and collected for 30 minutes at 100
ml/min (Janssen et al., 2011). After collection, analysis was performed using GC/MS (Gas
chromatography/Mass Spectrometry) (Herberger et al., 2010). HFX205-100 was used for
formaldehyde (CH2O), and it was collected for 30 minutes at a flow rate of 500 ml/min through
a DNPH cartridge. After collection, analysis was performed using HPLC (High-performance
Liquid Chromatography) (Kung et al., 2011) or measurement; indoor air pollutant
concentrations were measured in nursery rooms, playrooms, and outside air where children
spend most of their time (Nezis et al., 2019).
Table 4: Device and Measurement Method for Indoor Air Pollutants

Measuring Items Measuring Devices Measuring Methods
Temperature Thermo-Hygrometer HTA106 30 minutes
Humidity (RH) Thermo-Hygrometer HTA106 30 minutes
Fine Dust (PM10) PAS-201 30 minutes On-site Direct Reading
Carbon Dioxide (CO2) TSI 7545 IAQ-CALC 30 minutes
TVOC Varian-SATURN2200 30 minutes at 100 ml/min /Analysis
with GC/MS
Formaldehyde (CH2O) HFX205-100 30 minutes at 500 ml/min / Analysis
with HPLC
3. Results
Figure 1 and Figure 2 show the temperature and humidity distributions of the playroom, nursery
room, and outdoor air in A and B nurseries, respectively. The indoor temperature was 24.3 ℃
and 24.4 ℃, respectively, in the playroom and nursery room, and the outside air was 31.5 ℃.
The temperature of the playroom and the nursery room of Nursery B was 24.4 ℃. The humidity
of nursery A was measured to be 48.5 % in the nursery room, 77.3 % in the playroom, 48.2 %
in the playroom, and 46.5 % nursery room in the nursery B. In nursery school A, a large facility,
the difference in temperature and humidity between the playrooms was relatively significant.
In nursery B, small in size, each room was adjacent to the same floor, so there was little
difference in temperature and humidity.
50
e-ISSN: 2682-8499 | Vol. 5, No. 1, 47-56, 2023
Figure 1: Temperature Distribution Figure 2: Humidity Distribution
As shown in Figure 3, there was no significant difference in the CO2 concentration between
the playroom and the nursery in each childcare facility. There was no facility exceeding the
KHDA maintenance standard of 1000 ppm (Bani Mfarrej et al., 2020). In nursery B, 870 ppm
and 860 ppm were higher than in nursery A (646, 600 ppm). Considering that the CO2
concentration in the outdoor air of Nursery A and Nursery B was measured to be 573 ppm and
770 ppm, respectively, it is understood that the concentration of Nursery B was estimated to be
high due to the influence of the outdoor air.
Figure 3: CO2 Distribution according to Space
The PM10 concentrations in nursery A's playroom and nursery rooms were 115 μg/m3 and 125
μg/m3, respectively, which exceeded the maintenance standard of 100 μg/m3 (Figure 4). In
Nursery B, the PM10 concentrations in the playroom and nursery room were 34 μg/m3 and 29
μg/m3, respectively, below the maintenance standard. This is thought to be due to the two
facilities' cleaning and ventilation management methods. Nursery A is difficult to clean
frequently due to the size of the facility, so cleaning with a broom or wet mop is carried out
once after the infants and young children leave school. It was surveyed that nursery B was
washed three times when children were dismissed from school and frequently cleaned using
hand rags during work hours. In addition, nursery A and nursery B mainly implement natural
ventilation, so the ventilation method is the same. However, the average ventilation time was
20 minutes and 120 minutes. Nursery B is frequently cleaned and ventilated often, so it is
judged that the level of pollution by PM10 is shallow (Amato et al., 2010).
51
e-ISSN: 2682-8499 | Vol. 5, No. 1, 47-56, 2023
Figure 4: PM10 Distribution according to Space
The TVOC concentration in the playrooms of nurseries A and B was 364 μg/m3, respectively,
and in the nursery rooms, it was measured to be 1,504 μg/m3and 723 μg/m3, respectively
(Figure 5). In both facilities, the TVOC concentration in the nursery room was 2~3 times the
standard 400 μg/m3, and the level of contamination by TVOC in the nursery room was very
high. Due to the nature of the room, play and sports activities are mainly performed in the
playroom, and the used play equipment is used primarily for a long time for public use (Branco
et al., 2015). On the other hand, in the nursery room, there are a lot of furniture and teaching
materials used per infant, and the teaching materials frequently change according to the
contents of the class. Regardless of the size of the nursery, it is judged that the TVOC
concentration from households and various teaching materials was high (Nunes et al., 2016).
Figure 5: TVOC Distribution according to Space
Formaldehyde (CH2O) concentration was measured to be close to the maintenance standard of

100 μg/m3, with 97 μg/m3 in the nursery room of A nursery school and 99 μg/m3in the
playroom of the B nursery school. The playroom of Nursery A and the nursery room of Nursery
B were 53 μg/m3 and 71 μg/m3, respectively. On average, formaldehyde (CH2O)
concentration was found to be lower in the small facility nursery B than in the large facility
nursery A (Awad & Jung, 2021) (Figure 6).
52
e-ISSN: 2682-8499 | Vol. 5, No. 1, 47-56, 2023
Figure 6: Formaldehyde (CH2O) Distribution according to Space
4. Conclusion
In this study, the IAQ status according to space was investigated for nursery rooms and
playrooms where children stay for a long time in nurseries. The nursery and playrooms'
temperature, humidity, CO2, PM10, CH2O, and TVOC were measured in one large-scale
(Dubai) and one small-scale nursery (Sharjah).
First, it was found that the indoor temperature of the playroom and the nursery room in the
nursery facility was kept at 24.3 - 24.4 ℃. Humidity was maintained at an appropriate level at
48 – 50 %, but in the case of the playroom, it was measured as high as 77 %, indicating that
humidity control was required.
Second, CO2 was measured below the maintenance standards of KHDA regulation at all
measurement points, indicating that the pollution level was well-maintained. In nursery B,
which is a small facility, 870 ppm, and 860 ppm, respectively, in the playroom and nursery,
were measured higher than in a nursery.
Third, in the case of PM10, it exceeded the maintenance standard of 100 μg/m3 in the playroom
and nursery room of large-scale nursery A. This is because the number of cleaning times and
ventiltimesn times per day is less than small facility nursery B.
Fourth, the TVOC was 1,504 μg/m3 and 723 μg/m3 in both facilities, exceeding the
recommended standard of 400 μg/m3 in the nursery room. Since there are more furniture and
teaching aids used in the nursery room than in the playroom, the emission of pollutants is high,
so more ventilation is needed in the nursery room.
Fifth, CH2O concentration was below the maintenance standard at all measurement sites. In
facility A’s nursery room and the playroom of facility B, 97 μg/m3 and 99 μg/m3 were
measured close to the standard values, respectively.
A large-scale facility may have a more significant difference in temperature and humidity
between rooms than a relatively small-scale facility, making it challenging to manage cleaning
and ventilation, which may increase the level of pollution caused by PM10. Therefore,
considering the size of the facility and the location of each room, a mechanical ventilation
device should be installed in the room, or natural ventilation should be sufficiently achieved,
and cleaning should be carried out frequently. In addition, the use of a dehumidifier and natural
53
e-ISSN: 2682-8499 | Vol. 5, No. 1, 47-56, 2023
ventilation should be carried out to maintain proper temperature and humidity. Regardless of
the size of the nursery, contamination by TVOC emitted from teaching aids and other
equipment may occur. This paper investigated the degree of contamination according to the
size and type of nursery facilities. The indoor air quality of nursery facilities is affected not
only by the size of the facility and the type of room but also by various conditions such as
building conditions, surrounding conditions, and user's living behavior.
References
Al Horr, Y., Arif, M., Kaushik, A., Mazroei, A., Katafygiotou, M., & Elsarrag, E. (2016).
Occupant productivity and office indoor environment quality: A review of the
literature. Building and Environment, 105, 369-389.
Amato, F., Nava, S., Lucarelli, F., Querol, X., Alastuey, A., Baldasano, J. M., & Pandolfi, M.
(2010). A comprehensive assessment of PM emissions from paved roads: real-world
emission factors and intense street cleaning trials. Science of the Total Environment,
408(20), 4309-4318.
Awad, J., & Jung, C. (2021). Evaluating the Indoor Air Quality after Renovation at the Greens
in Dubai, United Arab Emirates. Buildings, 11(8), 353.
Azuma, K., Kagi, N., Yanagi, U., & Osawa, H. (2018). Effects of low-level inhalation exposure
to carbon dioxide in indoor environments: A short review on human health and
psychomotor performance. Environment international, 121, 51-56.
Bani Mfarrej, M. F., Qafisheh, N. A., & Bahloul, M. M. (2020). Investigation of indoor air
quality inside houses from UAE. Air, Soil and Water Research, 13,
1178622120928912.
Bingham, D. D., Costa, S., Hinkley, T., Shire, K. A., Clemes, S. A., & Barber, S. E. (2016).
Physical activity during the early years: a systematic review of correlates and
determinants. American journal of preventive medicine, 51(3), 384-402.
Branco, P. T. B. S., Alvim-Ferraz, M. C. M., Martins, F. G., & Sousa, S. I. V. (2015). Children's
exposure to indoor air in urban nurseries-part I: CO2 and comfort assessment.
Environmental Research, 140, 1-9.
Branco, P. T. B. S., Nunes, R. A. O., Alvim-Ferraz, M. C. M., Martins, F. G., & Sousa, S. I. V.
(2015). Children's exposure to indoor air in urban nurseries–Part II: Gaseous
pollutants' assessment. Environmental Research, 142, 662-670.
Calderón-Garcidueñas, L., Calderón-Garcidueñas, A., Torres-Jardón, R., Avila-Ramírez, J.,
Kulesza, R. J., & Angiulli, A. D. (2015). Air pollution and your brain: what do you
need to know right now. Primary health care research & development, 16(4), 329-
345.
Čampulová, M., Veselík, P., & Michalek, J. (2017). Control chart and Six sigma-based
algorithms identify outliers in experimental data, with an application to particulate
matter PM10. Atmospheric Pollution Research, 8(4), 700-708.
Chan, A. P., & Adabre, M. A. (2019). Bridging the gap between sustainable and affordable
housing: The required critical success criteria (CSC). Building and Environment, 151,
112-125.
Fabbri, K., & Boeri, A. (2014). IAQ evaluation in kindergarten: the Italian case of Asilo Diana.
Advances in Building Energy Research, 8(2), 241-258.
Ferguson, A., Penney, R., & Solo-Gabriele, H. (2017). A review of the field on children’s
exposure to environmental contaminants: A risk assessment approach. International
journal of environmental research and public health, 14(3), 265.
Fonseca, A., Abreu, I., Guerreiro, M. J., Abreu, C., Silva, R., & Barros, N. (2019). Indoor Air
Quality and Sustainability Management—Case Study in Three Portuguese Healthcare
54
e-ISSN: 2682-8499 | Vol. 5, No. 1, 47-56, 2023
Units. Sustainability, 11(1), 101.

Genc, S., Zadeoglulari, Z., Fuss, S. H., & Genc, K. (2012). The adverse effects of air pollution
on the nervous system. Journal of toxicology, 2012.
Gomez, R. E., Kagan, S. L., & Fox, E. A. (2015). Professional development of the early
childhood education teaching workforce in the United States: An overview.
Professional Development in Education, 41(2), 169-186.
Hassanien, A. A., Eldosoky, M. A., & Soliman, A. M. (2021). Hospital Redesign Based on
International Standards: Literature Review. Journal of Clinical Engineering, 46(2),
68-84.
Herberger, S., Herold, M., Ulmer, H., Burdack-Freitag, A., & Mayer, F. (2010). Detection of
human effluents by a MOS gas sensor correlates to VOC quantification by GC/MS.
Building and Environment, 45(11), 2430-2439.
Irga, P. J., Pettit, T. J., & Torpy, F. R. (2018). The phytoremediation of indoor air pollution: a
review on the technology development from the potted plant through to functional
green wall biofilters. Studies in Environmental Science and Bio/Technology, 17(2),
395-415.
Ismail, I. F., Adnan, A. I. Z., Al-Mekhlafi, A. M. Q., Mohamed, B. A. M. A., Nasir, N. F.,
Hariri, A., & Isa, N. M. (2020). Indoor Air Quality (IAQ) in Educational Institutions:
A Review on Risks of Poor IAQ, Sampling Strategies, and Building-Related Health
Symptoms. Journal of Safety, Health & Ergonomics, 2(1).
Janssen, N. A., Hoek, G., Simic-Lawson, M., Fischer, P., Van Bree, L., Ten Brink, H., ... &
Cassee, F. R. (2011). Black carbon is an additional indicator of the adverse health
effects of airborne particles compared with PM10 and PM2. 5. Environmental health
perspectives, 119(12), 1691-1699.
Joghee, S., Alzoubi, H. M., & Dubey, A. R. (2020). Decisions effectiveness of FDI investment
biases at real estate industry: Empirical evidence from Dubai smart city projects.
International Journal of Scientific & Technology Research, 9(3), 3499-3503.
Jung, C., & Awad, J. (2021). Improving the IAQ for Learning Efficiency with Indoor Plants in
University Classrooms in Ajman, United Arab Emirates. Buildings, 11(7), 289.
Jung, C., & Awad, J. (2021). The Improvement of Indoor Air Quality in Residential Buildings
in Dubai, UAE. Buildings, 11(6), 250.
Kumar, P., Martani, C., Morawska, L., Norford, L., Choudhary, R., Bell, M., & Leach, M.
(2016). Indoor air quality and energy management through real-time sensing in
commercial buildings. Energy and Buildings, 111, 145-153.
Kung, P. Y., Wang, Y. T., Chiu, J. C., Hsu, Y. C., Wu, T. N., Shen, Y. H., & Wen, S. B. (2011).
Comparison of indoor air quality measurement using direct detection apparatus and
standard methods. In Advanced Materials Research (Vol. 230, pp. 905-909). Trans
Tech Publications Ltd.
Mainka, A., Brągoszewska, E., Kozielska, B., Pastuszka, J. S., & Zajusz-Zubek, E. (2015).
Indoor air quality in urban nursery schools in Gliwice, Poland: Analysis of the case
study. Atmospheric Pollution Research, 6(6), 1098-1104.
Manisalidis, I., Stavropoulou, E., Stavropoulos, A., & Bezirtzoglou, E. (2020). Environmental
and health impacts of air pollution: a review. Frontiers in public health, 14.
Mannan, M., & Al-Ghamdi, S. G. (2021). Indoor air quality in buildings: a comprehensive
review on the factors influencing air pollution in residential and commercial structure.
International Journal of Environmental Research and Public Health, 18(6), 3276.
Matsushima, J. (2019). Ikura Nursery School. Japan Architectural Review, 2(4), 409-418.
Mehtälä, M. A. K., Sääkslahti, A. K., Inkinen, M. E., & Poskiparta, M. E. H. (2014). A socio-
ecological approach to physical activity interventions in childcare: a systematic
review. International Journal of Behavioral Nutrition and Physical Activity, 11(1), 1-
55
e-ISSN: 2682-8499 | Vol. 5, No. 1, 47-56, 2023
12.
Nezis, I., Biskos, G., Eleftheriadis, K., & Kalantzi, O. I. (2019). Particulate matter and health
effects in offices-A review. Building and Environment, 156, 62-73.
Nunes, R. A. O., Branco, P. T. B. S., Alvim-Ferraz, M. C. M., Martins, F. G., & Sousa, S. I. V.
(2016). Gaseous pollutants on rural and urban nursery schools in Northern Portugal.
Environmental Pollution, 208, 2-15.
Peled, R. (2011). Air pollution exposure: Who is at high risk?. Atmospheric Environment,
45(10), 1781-1785.
Rodgers, C., Arzul, I., Carrasco, N., & Furones Nozal, D. (2019). A literature review as an aid
to identify strategies for mitigating ostreid herpesvirus 1 in Crassostrea gigas hatchery
and nursery systems. Reviews in Aquaculture, 11(3), 565-585.
Saini, J., Dutta, M., & Marques, G. (2020). A comprehensive review on indoor air quality
monitoring systems for enhanced public health. Sustainable Environment Research,
30(1), 1-12.
Salthammer, T., Uhde, E., Schripp, T., Schieweck, A., Morawska, L., Mazaheri, M., ... &
Kumar, P. (2016). Children's well-being at schools: Impact of climatic conditions and
air pollution. Environment international, 94, 196-210.
Settimo, G., Manigrasso, M., & Avino, P. (2020). Indoor air quality: A focus on the European
legislation and state-of-the-art research in Italy. Atmosphere, 11(4), 370.
Sharma, P., Toma, P. C., & Chapadgaonkar, S. S. (2019). Phytoremediation of indoor
pollution–a mini review. World J Pharma Res, 8, 2136-2143.
Sly, J. L., & Carpenter, D. O. (2012). Special vulnerability of children to environmental
exposures. Reviews on environmental health, 27(4), 151-157.
Sundell, J. (2004). On the history of indoor air quality and health. Indoor air, 14(s 7), 51-58.
The National (September, 2021). UAE Ministry of Social Affair’s nursery is a trailblazer.
Available: http://www.halcyon.com/journals/21ps03-vimar
Thomson Reuters (October, 2021). Environmental law and practice in the United Arab
Emirates: overview. Available: https://uk.practicallaw.thomsonreuters.com/w-008-
3980?transitionType=Default&contextData=(sc.Default)&firstPage=true
Vornanen-Winqvist, C., Järvi, K., Andersson, M. A., Duchaine, C., Létourneau, V., Kedves,
O., ... & Salonen, H. (2020). Exposure to indoor air contaminants in school buildings
with and without reported indoor air quality problems. Environment international,
141, 105781.
Wulf, G., & Lewthwaite, R. (2016). Optimizing performance through intrinsic motivation and
attention for learning: The OPTIMAL theory of motor learning. Psychonomic bulletin
& review, 23(5), 1382-1414.
Yu, C. W., & Kim, J. T. (2011). Building environmental assessment schemes for rating of IAQ
in sustainable buildings. Indoor and Built Environment, 20(1), 5-15.
Zhang, H., & Srinivasan, R. (2020). A systematic review of air quality sensors, guidelines, and
measurement studies for indoor air quality management. Sustainability, 12(21), 9045.
56

The Changes in Indoor Air Pollutant Concentration in Nursery in Dubai, United Arab Emirates

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Changes in Indoor Air Pollutant Concentration in Nursery in Dubai, United Arab Emirates

Uploaded by

Copyright:

Available Formats

International Journal of Advanced Research in Engineering Innovation

e-ISSN: 2682-8499 | Vol. 5, No. 1, 47-56, 2023

The Changes in Indoor Air Pollutant Concentration in Nursery in

*Corresponding Author: c.jung@ajman.ac.ae

Accepted: 15 March 2023 | Published: 31 March 2023

2. Material and Methods

2.1. The Characteristics of Nursery

Table 1: Room Composition by Sectors of Nursery

Classification Type of Room

2.2. Standards for IAQ Management in Nursery

Table 2: Standards for IAQ Management in Nursery in Dubai

2.3. Target Nursery Facilities

Table 3: Information on the Target Facilities

2.4. The Methods and Contents of Measurement

Table 4: Device and Measurement Method for Indoor Air Pollutants

Figure 1: Temperature Distribution Figure 2: Humidity Distribution

Figure 3: CO2 Distribution according to Space

Figure 4: PM10 Distribution according to Space

Figure 5: TVOC Distribution according to Space

Formaldehyde (CH2O) concentration was measured to be close to the maintenance standard of

Figure 6: Formaldehyde (CH2O) Distribution according to Space

Units. Sustainability, 11(1), 101.

You might also like