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Damp mold-hlth+policy hb-2012-jm
1. Producing a Science-Based
Policy Statement (California)
on Indoor Dampness,
Mold, and Health
Mark J. Mendell (Mark.Mendell@cdph.ca.gov)
Janet M. Macher (Janet.Macher@cdph.ca.gov)
Kazukiyo Kumagai
Jed Waldman
Indoor Air Quality Section, EHLB
California Department of Public Health (CDPH)
2012 July
1
2. This presentation will describe the
background to a CDPH statement
on dampness, mold, and health in California
CA Toxic Mold
Protection Act The mandate for a mold policy
of 2001
What we know now
“CDPH has concluded that the presence of water damage,
dampness, visible mold, or mold odor in … indoor
environments is unhealthy
What we did
We recommend against measuring indoor microorganisms ...”
2
3. 1990s: Great public concern about
indoor molds and health, but
limited scientific knowledge
“My Toxic
Mold Story”
3
4. Dampness, Mold, and Health — Policies
• CA Toxic Mold Protection Act, 2001 (SB 732, )
CDPH mandated to assess feasibility of setting health-
protective limits for mold exposure, analogous to chemicals
If feasible, to set exposure limits with consideration of
technological and economic feasibility
• No funding provided
• CDPH response, 2005
Not feasible to set measured “mold” limits
Insufficient scientific evidence available
No standards set
• http://www.cdph.ca.gov/programs/IAQ/Documents/SB732-LegReport-Final.pdf
• http://www.cdph.ca.gov/programs/IAQ/Documents/SB%20732%20Implementation%20U
4
5. D, M, H — Background
What was known about dampness, mold, and health?
• Long-recognized effects of mold
Allergy in susceptible persons
Respiratory sensitization, at high occupational levels
Infections, in immunocompromised individuals
• Recent research and multiple reviews 2004–2011
Expand and clarify what we know
Evidence links dampness/mold to a wider range of respiratory
health effects, including non-allergic ones
5
6. D, M, H — How do we know?
• What is the scientific basis of what we now know
about d,m,h?
Two expert panel reviews —
• Institute of Medicine (IOM) 2004 (
www.nap.edu/openbook.php?isbn=0309091934 )
• World Health Organization (WHO) 2009 (
http://www.euro.who.int/__data/assets/pdf_file/0017/43325/E92645.pdf)
Mendell, Mirer, Cheung, Tong, and Douwes, Environ Health
Perspect 2011*
• Updated WHO review
• Summarized 145 studies with two kinds of exposure metrics
Evident indoor dampness or mold (qualitative)
Measured microbiologic factors (quantitative)
• Available online at EHP
http://ehp03.niehs.nih.gov/article/fetchArticle.action?articleURI=info%3Adoi%2F10.1289%2Fehp.1002410?
6
7. D, M, H — How do we know?
• Evident dampness or • Measured microbiologic
mold (any) factors (50+ metrics)
Visible water damage In air or dust
• Total culturable fungi
Visible moisture
• Specific culturable fungi
Leaks (now or past)
• Mold spore counts
Visible mold • 1-3-beta glucans
Mold odor • Total culturable bacteria
• Endotoxin, etc, etc
= qualitative = quantitative
7
8. D, M, H — What do we know about risk?
• Qualitative dampness/mold exposures and
health
NO documented “causal” relationships
Documented “associations” (i.e., sufficient evidence)
o Asthma development* o Respiratory infections*
o Current asthma* o Dyspnea*
o Asthma exacerbation o Wheeze
o Cough
evidence
strongly
o URT symptoms
suggestive of
* new conclusion since 2004 IOM review
causation
8
9. D, M, H — What do we know about risk?
• Quantitative microbial exposures !
Paradox
NO documented “causal” relationships
NO documented “associations”
“Limited/suggestive” associations —
NONE with air, but several with microbial compounds in dust
Few studies available
Both increased and decreased risks!
!
Paradox Recently, DNA-based assay (PCR index) of fungi in house dust predicted
asthma, but this is the only strong study
• Quantified microbial exposures not consistently associated
with adverse health effects
9
10. D, M, H — What can we do?
• Expert review on housing remediation (Krieger et
al., 2010)
Combination of
• Elimination of moisture intrusion and leaks and
• Removal of moldy items
• Sufficient evidence of effectiveness for reducing
respiratory symptoms from asthma and
allergies, and
• Ready for widespread implementation
10
11. D, M, H — What we know SUMMARY
• Health effects associated with evident
dampness or mold (qualitative)
Asthma development, exacerbation, and current asthma
Respiratory infections
Upper and lower respiratory symptoms
11
12. D, M, H — What we know SUMMARY
• Specific causal agent(s) have not been identified
The inconsistent associations with measured microbial
factors are not yet understood
• Best current public health strategy
Prevention / remediation of evident dampness or mold
Not decisions based on microbiologic measurements
To provide guidance, CDPH released a
“Statement on Dampness, Mold, and Health”
See full 2-page statement at: www.cal-iaq.org
http://
www.cal-iaq.org/phocadownload/statement_on_building_dampness_mold_and%20health2011.pdf
12
13. CDPH Statement on Building Dampness,
Mold, and Health (September 2011)
• The presence of water damage, dampness,
visible mold, or mold odor in schools, workplaces,
residences, and other indoor environments is
unhealthy
• We recommend against
Measuring indoor microorganisms
Using the presence of specific microorganisms to
determine the level of health hazard or the need for urgent
remediation
13
14. CDPH Statement on Building Dampness,
Mold, and Health (September 2011)
• We strongly recommend addressing water damage,
dampness, visible mold, and mold odor
Identify and correct the source of water that may
allow microbial growth or contribute to other problems
Rapidly dry or remove damp materials
Clean or remove mold and moldy materials, as
rapidly and safely as possible, to protect the health and
well-being of building occupants, especially children
14
15. In summary, CDPH has made a science-based
recommendation to the public
about dampness and mold
Assess dampness and mold these ways:
Not this way:
Questions?
15
Notas do Editor
This slide template is for the title slide of a presentation. Consider repeating a key image from one of the slides later in the presentation. The image helps orient the audience to the key words in the title. This image also gives you the opportunity to say a few things about your work—perhaps addressing the work’s importance or providing key background information. Forcing yourself to spend more time with this slide is good because a common mistake in presentations is not to leave the title slide on long enough. Because of this mistake, many in the audience do not have the chance to comprehend the key details of the title. See pages 66, 69-71, and 177 of The Craft of Scientific Presentations ( CSP ). This template shows one layout for the slide. You might want to rearrange the placement of the body’s wording to accommodate a different sized image.
Mapping slide for the presentation (note that a background slide or a slide justifying the importance might precede this slide). A common mistake with mapping slides is to give the audience simply a boring and unmemorable vertical list of topics (including the names “Introduction” and “Conclusion” and “Questions”). Such a list is quickly forgotten after the slide is removed. On a mapping slide, take the opportunity to show a key image or perhaps a representative image for each major section of the presentation. In the second case, each image would be repeated on the first visual of the corresponding section and would remind the audience that they have arrived to a major section of the presentation’s middle. In regards to the names “Introduction” and “Conclusion,” every talk has those sections, and the names are ignored by audiences. So why state them? Also, for the divisions that you do have, find a logical and parallel grouping. Note that groups of two’s, three’s, and four’s are much easier to remember and are not so nearly intimidating as groups of five’s, six’s, and seven’s. See the example mapping slide in the textbook. (CSP, pages 55-56, 74-75, 86, 143, 147, and 148)
Blank slide for drafting mapping slide
Sample conclusion slide. Use the headline (no more than two lines) to state your most important conclusion. Begin the headline with In summary or In conclusion to ensure that the audience knows they have come to the presentation’s end. Support that headline with an image and with words, if necessary. This slide should be your last slide. Audiences lose patience when they believe that they have come to the end, but other slides follow. Notice that the word Questions animates in at the bottom of this slide. That strategy is much more effective than burning a slide with just the word Questions . This slide allows the audience to look at the most important slide of the presentation during the question period. See CSP, pages 65, 150, 151-152. Notice how the presenter showed the connection between words blocks on this slide—a strategy that is much more effective than a bullet list, which hides the connections between details. Reference: Manning Seltzer, “Failure Analysis of the Ice Detector in the Austria 13 Helicopter,” presentation (Hartford, CT: Sikorsky Helicopter, 30 April 2004).