Objectives The aims of this study were firstly to describe the dental history and oral hygiene practises in a cluster random sample of 14-year-old children in Birmingham, UK. The second aim was to determine whether the oral hygiene practises are associated with dental erosion. Method A total of 418, 14-year-old schoolchildren from a cluster random sample in Birmingham, UK were assessed for dental erosion (209 males and 209 females). Data on the dental history and oral hygiene practises were obtained from a self-reported questionnaire supplemented by a structured interview. The data were analysed using SPSS with Mann-Whitney U analyses and odds ratios. Results 74% of the teenagers claimed to attend the dentist on a sixmonthly basis; 60% brushed their teeth twice a day ie before breakfast and last thing at night, 25% once a day, 12% three times or more a day and 3% less than once a day. It was also found that 28% of the children brushed their teeth after meals; 92% of the children used a manual toothbrush and 56% of them replaced their toothbrush every threemonths. The most common technique used by the children was a circular brushing movement; 44% of them used a mouthwash and 40% used other interdental cleaning. Girls brushed their teeth more frequently than boys. Associations were found between dental erosion and brushing teeth last thing at night, after meals, techniques of brushing teeth, and type of toothbrush and frequency of brushing. Conclusion It was concluded that reported oral hygiene practises in teenage schoolchildren in Birmingham, UK complied with generally recommended guidelines. However, there was an association between dental erosion and some of these oral hygiene practises. Advice concerning the impact of some oral hygiene procedures needs to be given to those who are susceptible to dental erosion.The first and second parts of this study investigated the prevalence of dental erosion and possible relationships with socioeconomic group and the influence of dietary intake. This third part concerns other extrinsic factors that may also have an

There are few areas of animal use that are so emotive as that of their use in education. The physical presence of an animal (whether alive or dead) is a dramatic event for most students, and the effects it has will depend heavily on their previous experience with that species, their moral values and the perceived necessity of the practical. Much of the literature on this subject is highly emotive and based on relatively little data. This paper attempts to clarify the issues raised, presents an overview of the alternatives available with their strengths and weaknesses, and finally offers guidelines for humane education that take into consideration both the practical issues and the feelings of all those involved.

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