Many buildings fail to perform adequately, causing illness and productivity loss among the inhabitants. The growing impact of this problem on people and property values - and the increasing litigation to which it gives rise - clearly reveals the limitations in and piecemeal character of the current education of building and health professionals in addressing the relationship between a building and its occupants.
Education and Training in Indoor Air Sciences introduces examples of existing educational programs that seek to bridge the gap between health and building sciences. The contributors - selected among architects, engineers, clinicians, physicists, psychologists and policymakers - discuss the design of a core curriculum for all those holding a degree within building design, construction, operation and maintenance, investigation, and all occupational / environmental health and general practitioners. The book also examines the obstacles to such a curriculum and ways to overcome them.

Zusammenfassung
Proceedings of the NATO Advanced Research Workshop, held in Budapest, Hungary, November 14-18, 1998

Inhalt
I. Introduction.- 1. Defming an Educational Framework for Indoor Air Sciences.- II. Historical Perspective: Defining the Scientific Field.- 2. Indoor Air Sciences: A Defined Area of Study or a Field to be Defined.- III. Current trends in Indoor Air Sciences Education.- 3. Toward an Internationally Harmonized, Multiprofessional Educational Program in Indoor Air Sciences: Needs and Strategies.- 4. Trends in the Post Graduate Educational Curriculum of The Indoor Air Sciences.- IV. On-Going Educational Programs.- 5. Indoor Air Science Training and Education in Finland.- 6. Graduate Education and Training in Indoor Air Science - A Canadian Approach.- 7. Indoor Air Fundamentals and Graduate Education in the Czech Republic.- 8. The Teaching of Indoor Air Quality at the Department of Mechanical Engineering at the Technical University of Budapest.- 9. Post Graduate Training on the Health Significance of Indoor Air Quality in Hungary.- 10. Indoor Air Quality Education at the Slovak University of Technology in Bratislava Slovak Republic.- 11. Environmental Engineering Educational Process in the Field of Indoor Air Sciences.- 12. Indoor Air Education in the Slovak Republic: Education at the Medical Faculties.- V. Research and Problem Based Education.- 13. Training Specialists in Occupational Medicine: The Benefits of Research Experience in the Field of Indoor Environment.- 14. Indoor Environmental Quality Research and Education at Harvard University.- 15. Problem Based Teaching in Indoor Air Sciences and Practice. Danish and International Experiences.- 16. The Assessment Techniques of the Indoor Environment: The Case of the Italian University Libraries.- VI. Emerging Issues.- 17. A Sustainable Environment Basis for Education in Indoor Air Sciences.- 18. Engineering Education for Indoor Air Specialists.- 19. Occupant Assessment of Indoor Air Quality.- 20. Knowledge and Technology Transfer in Teaching in Indoor Air Sciences.- VII. Different Educational Players for Different Audiences and Needs.- 21. Federal Roles in Education and Training in the Indoor Air Sciences: Case Studies of U.S. Environmental Protection Agency Involvement in Training Development and Delivery.- 22. Education and Training in the Field of Indoor Air Sciences in Bulgaria.- 23. Education Needs in Eastern European Countries and New Independent States.- 24. Education in Indoor Air Sciences in Poland.- 25. Education in Indoor Air Sciences in Romania.- 26. CIB and Education and Training in Indoor Air Sciences.- 27. Assessment of Indoor Air Quality and its Impact on Children's Health.- VIII. A Qualitative Methodology for Data Collection.- 28. Focus Group Techniques to Facilitate Group Interaction: Finding A Core Curriculum for Indoor Air Science.- IX. Summary and Conclusions.- 29. New Directions for Education in Indoor Air Sciences: An Interdisciplinary and International Undertaking.- Author index.