The Australasian Society of Clinical Immunology and Allergy position statement: summary of allergy prevention in children

2005 ◽  
Vol 182 (9) ◽  
pp. 464-467 ◽  
Author(s):  
Susan L Prescott ◽  
Mimi LK Tang
2019 ◽  
Vol 210 (2) ◽  
pp. 89-93 ◽  
Author(s):  
Preeti A Joshi ◽  
Jill Smith ◽  
Sandra Vale ◽  
Dianne E Campbell

2020 ◽  
Vol 16 (1) ◽  
Author(s):  
Samira Jeimy ◽  
Moshe Ben-Shoshan ◽  
Elissa M. Abrams ◽  
Anne K. Ellis ◽  
Lori Connors ◽  
...  

Abstract The vast majority of individuals labelled as allergic are not deemed truly allergic upon appropriate assessment by an allergist. A label of beta-lactam allergy carries important risks for individual and public health. This article provides an overview of beta-lactam allergy, implications of erroneous beta-lactam allergy labels and the impact that can be provided by structured allergy assessment. We provide recommendations on how to stratify risk of beta-lactam allergy, beta lactam challenge protocols as well as management of patients at high risk of beta-lactam allergy.


2019 ◽  
Vol 25 (2) ◽  
pp. 79-81
Author(s):  
Megan Burke ◽  
Edmond S Chan ◽  
Elissa M Abrams

Abstract The prevalence of food allergy in North America is high, and has increased over time. As a result, focus has shifted from treatment to allergy prevention. Previous studies have suggested that hydrolyzed formula may prevent atopic dermatitis in high-risk infants. As a result, multiple international guidelines including the Canadian Paediatric Society (CPS) position statement on allergy prevention recommend the use of hydrolyzed formula as a means of allergy prevention in mothers who are not breastfeeding or using donor breastmilk. However, a recent systematic review has not supported an association between use of hydrolyzed formula and allergy prevention. In addition, studies are emerging supporting the use of early and regular cow’s milk formula as a means of cow’s milk allergy prevention.


1998 ◽  
Vol 14 (3) ◽  
pp. 261-265 ◽  
Author(s):  
Marvin L. Simner

Nearly all Canadian universities employ, as a standard for university admission, the Test of English as a Foreign Language (TOEFL). In light of considerable evidence indicating only a weak relationship between TOEFL scores and academic achievement, the Canadian Psychological Association recently issued a report containing a position statement that called upon Canadian universities to refrain from employing the TOEFL in this manner. Because the concerns raised in the report are likely to apply to many universities outside Canada, the entire report is reproduced in this article.


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