magnum, hc high-capacity, heavy-duty, automati

MAGNUM, HC HIGH-CAPACITY, HEAVY-DUTY,
AUTOMATI
DROCOLLOID DUPLICATOR
AN EXTRA LARGE 7-GALLON CAPACrTY highlights the MAGNUM.
HC's many remarkable features. Self-contained and fully automatic, the MAGNUM. HC will chop, me~, sfir, cond~ion and return
to storage temperature a full 7 gallons (26~ liters) of hydrocolloid
duplicafing material in just 6 haurs. A unique air-cooling system
togethe r with positive thermostatic control prevents prolonged
exposure of the duplicating material to high temperatures. The
MAGNUM. HC comes complete w~ dual independent temperature controls, dial thermometer, lighted sw~ches and lighted
pour area, and a heated, anti-clogging dispensing valve.
Ticonium's MAGNUM. HC is designed for years of reliable, highvolume service such as that experienced in today's larger
modern Dental Laboratory.
Extra large 7-gallon
( 26 ~-l i ter) capac~y
Fully automatic operation
Completely self-contained
un~
Air-cooling system (no water
lines necessary)
Independent temperature
controls
lighted switches & lighted
pour area
Heated, anti-clogging
dispensing valve
6-hour melt_down cycle
Stainless steel tank, lid,
sfirring & chopping blades
Convenient tank access for
cleaning & maintenance
Compact, benchtop design
(requires only 22" ofwi~h &
17" of depth)
••
"
Specifications
T e Leading All
a
AN ALL PURPOSE duplicating colloid
that will consistently produce hard,
smooth surfaces without the need of a
wash. Ideal for use with stone & gold
investment and Ticonium low-heat
investment models. The perfect
material for all Tic onium duplicators
and holding tanks.
Available in:
1 ~ Quart (1.42 Ltr)
1 Gallon (3.79 Ltr)
3 ~ Gallon (13.2 Ltr)
Stock
#72-4
"'72-9
"'136
Height:
Width:
Depth:
Capacity:
'Cycle Time:
Electrical:
Shipping Wt.:
Finish:
29" (74 cm)
22" (56 cm)
17" (43 cm)
7 Gallons (26.5 Ltr)
6 Hours
230\1, 15 Amps- 50!60 Hz
205 Lb (93 Kg)
Blue
-nme required from loading solid hydrocolloid materiol into
MAGNUM, HC unllll! is lulty processed and 01 a temperature
rea dy for loborotoryuse.
•
Ticonium Compa ny. Di ....ision of CfvlP Industriss. Inc.
P.O. Box 350. Albany. NeowYork 12201 . Telephone (518) 434-3 147
TELEX: 710 44 18218 C f".1PIND ALB
Page 8
Contacts
April - May 1989
Dental Technology Today
En""'-·-
les
By Markus Ring
My lifelong interest in engineerin g principles that are directly involved
in partial denture design is responsible
for the unusual design that I explai n in
this article.
Shown in Fig ure 1 is the study
model sent to me for diagnosis and
plann ing of an immed iate partial denture with a Ticonium framework . The
left abutment of the bridge had failed ,
and the dentist planned to sever the
bridge between the rig ht lateral and
cuspid prior to extraction. The remaining posteriors had · been previously
crowned as one unit and joined to the
cuspid with what appeared to be a
tapered M- F attachment. Thus , for
plann ing purposes , the remaining
teeth were one unit.
The locat ion of the teeth present
and missing makes this a Kennedy
Class II situation even though on ly
one anterior remains. In all such situations , a fulcrum line is created by having all occlusa l rests in a straight line
(Figure 2), thus creating a lever. At this
point, the technician can decide to
make the restoration either a Class I or
Class II lever by one location of the
retentive clasp arms.
A sim ple Class I lever comprised of a
ful crum (F), a board (B) across the
fulcrum, energy (E) in the form of
weight or pressure that will lower the
left side. resulting in the rising of the
ri ght side.
Now , if the choice of design is a
ling ual plate with bucca l retentive
clasp arms, the result is a Class I lever.
Th is schematic drawing illustrates
how the partial denture will function if
made as a Class I lever. The line of
rests (R ) becomes the fulcrum , the
board (B) becomes the denture itself,
and the energy (E) may be either the
tongue, muscles, or a sticky food trying to raise the left side of the denture.
Because the denture is a Class I
lever, anything to the right (buccal )
side of the rests (fulcrum) must go
downward as shown in Figure 3. The
only part of the denture in this area is
the retentive clasp arms, and if they
move downward, all retention is lost.
Note that the lingual plate (LP) will
simply ride up the lingual of the molar
above the height of contour.
A partial denture designed as a
Class I lever is therefore contraind icated .
Now, by moving the retentive clasp
arms (RC) to the left side of the fulcrum (Figure 5), a Class II lever is
created.
As the left side of the denture wants
to rise, the retentive clasp arms (on the
lingual) will tend to push into the abutment teeth thus creating retention or
The study model used to plan the immediate partial
denture. The deep rest and channel on the right side were used on
the original partial denture. but now will only be used as a rest. Note
the connector on the distal of the right cuspid. The left cuspid
crown was the primary abutment for the old partial denture. The
absence of a cingulum rest no doubt contributed to the early loss of
this tooth.
Page 4
resistance to dislodgement of the denture. In addition , the placement of the
buccal arm above the height of contour actually provides additional resistance to dislodgement, albeit in
reverse.
Figure 6 shows the study model wi th
an outline of the proposed framework
ready for return to the dentist along
with a custom tray. I had asked th at the
bridge be severed between the lateral
and cuspid prior to making the final
impression in order to get an accurate
impression of the mesial of the cuspid.
Following the withdrawal of the impression, the bridge was stabilized
with a bonding material.
The buccal side of the stud y model
is shown in Figure 7. While there was
usable channel between the bicu sp id
and molar for acrib-type clasp, I preferred to stabilize the denture by placing clasps as far apart as possible.
Figure 8 is a mirror image of the
Ticonium framework seated on the
duplicate stone model , ready for the
placement of teeth . The master model
will be retained for the final examinati on and returned to the dentist as
proof of the accuracy of the laboratory's work and for use in future
repairs.
The three occlusal rests - in a straight line - constitute
a fulcrum which , in turn, converts the finished denture into a lever.
The location of the retentive clasp arms (resistance to the denture
base lifting) determines the class of lever. This casting is a Class II
lever.
Contacts
April-May 1989
Percentage of children with no
cavities or other decay problems at
each age .
Source: Na(lImallnslllule of Dental Research
"What we're seeing is the beginning of the end for a disease that has
plagued mankind throughout
history, "
Dr. Harald Loe, Director
National Institute of Dental Research
rom a disease afflicting more
than 90 percent of all children
less than 50 years ago, tooth
decay is well on the way to joining
other success stories of modern health
care.
Based on a new survey of 40,000
children aged 5-17 conducted by the
National Institute of Dental Research,
it is estimated that one-half of the
nati on's school children have no tooth
decay at all. This represents a 36 percent reduction in cavities from NIDR
studies at the beginning of the 1980s.
Experts credit the improvement in
dental health to the widespread use of
fluoride and improved dental care.
Fluoride in community watersupplies,
toothpastes, rinses and sealants; professional dental care; and good personal oral hygiene were cited as the
most effective factors in the decline of
tooth decay.
Dr. James P. Carlos, chief of the
NI DR's epidemiology branch, reported
that there was no evidence of change
in dietary habits over this period of
marked dental improvement.
What about the role of specific
foods?
All fermentable carbohydrates have
the potential to contribute to the
development of dental caries by supplying the "raw materials" necessary for
bacteria in the mouth to produce
tooth-decaying acid. Fermentable carbohydrates include sugars, such as
found in fruits, honey and sweets, and
cooked starches, such as found in
bread and potatoes.
Dr. Mark Jensen , director of the
Center for Clin ical Studies at the University of Iowa College of Dentistry,
has studied acid production in the
mouth following consumption of
Page 6
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snacks such as doughnuts and pastries, as well as following well-balanced
meals. Jensen found that both the
snacks and meals boosted the acid in
the mouth.
According to the Princeton Dental
Resou rce Center, the most critical factors in food-related causes of dental
caries are the consistency of the food
and the frequency of consumption.
Frequent consumption of foods containing fermentable carbohydrates
and foods that cling to the teeth are of
most concern .
Experts point to genetic predisposition and the composition and flow of
saliva as the first line of defense in
whether an individual will develop cental caries. The average person produces up to a quart of saliva a day,
which serves to protect the teeth from
acid .
Saliva contains high concentrations
of calcium and phosphates, the same
minerals that are lost from the teeth
following an acid attack. When low
concentrations of fluoride are present
in the saliva, the calcium and phosphates re-enter the tooth in a healinglike process called remineralization .
This process is the main reason fluoridated water and regular use of fluoride
toothpastes has been so effective.
Contacts
J.
j
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I
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Saliva also plays a critical role in
clearing away foods that, if left on or
between the teeth, could contribute to
acid formation.
Just as bacteria can break down certain foods into tooth-decaying acid,
some foods actually have the potential
to protect against cavities.
In Dr. Jensen's research at the Un iversity of Iowa, he also examined the
effect of chewing gum on acid levels
following snacks and meals. Volunteers were given foods which increased acid in the mouth , followed
immediately with sticks of sugarless
chewing gum . After just 10 minutes,
acid level was back to normal.
"The gum stimulates the saliva and
then goes one step further," Jensen
says. "It physically squeezes the saliva
into spaces between the teeth." He
recommends a regular after-meal
piece of sugarless gum , expecially for
adults whose gums have receded,
exposing thin, more-susceptible root
surfaces.
Low-calorie sweeteners such as
aspartame, saccharin and acesulfame
K are non-cariogenic because they
cannot be broken down by bacteria to
produce tooth-decaying acid.
A recent study by Jensen 's col( Continued on Page 7)
April-May 1989
(Continued from Page 1)
ing the interest of your audience. On
the phone, a few moments of indecisive silence can be deadly; you have to
come up with a good answer quickly.
Th orough preparation , then , is
essential. It's not only a matter of what
you are planning to say, but also a
question of having all the necessary
reference materials at your finger tips.
C. Some of your calls will arrive at
an inopportune time. Som etimesthe
person you call might be in a meeting,
or perhaps involved in his own problem. Or maybe he will just be in a bad
mood. Frequently you can tell from his
open in g remarks that pursuing the
conversation would probably be fruitless.
Since trying to continue under these
c ircumstances would proba bl y be
unproductive - and certain to create
antagonism, you might as well accept
the situation in good humor and apologize for callin g at a bad time. In most
cases, it's best if you can get your listener to in dicate a more conven ient
time for you to call again.
D. Take good notes. Many people seem to have a feeling that notes
concern in g telephone conversations
are not important. These are the same
people who rack their brains in frustration as they try to rememb er what Joe
Listener said last week, or what they
promi sed to do for him.
It usually isn't necessary to write
down a word-for-word transcript of
what is said. If the important pOints are
noted they may suffice, or you can use
t he m to reco nstru ct more detailed
notes right after you hang up.
Let's take a look now at some helpful
tech niques that can make you r telephone activity more productive. Some
are obvious; others may be new to
you . All of them are important:
1. Have a reason for calling. And
state that reason early in the conversation. Even if the call is just to chat, say
Contac ts is pub li shed bimonthly by the
T icon iu m Company , Division of CMP
Industries, Inc. 413 Nort h Pearl Street .
Albany, New York 12207. Copyrig ht. 1989.
Ticonium Company.
George Yamin. Editor
Ri cha rd C . Adamson, Managing Editor
John Monteiro, Technical Editor
Opinions ex pressed by con tributors to
Contacts do not necessarily express the
views of the publishers.
Send ed itoria l contribu tions and correspondence to George Ya min , 17 Myrtle
Ave nue, Troy, New York 12180.
Page 2
so. Don't let you r listener sit th ere
thinking to himself: "I wonder why he's
calling."
2. Put a smile in your voice. We
discussed earlier how sound is our
only communication veh icle on the
phone. If your voice is dull , gruff, disinterested , the listener's response is
likely to be the same. Don't wait to do
your telephoni ng until the time of day
when you're tired and want to relax;
your voice will reflect your mood.
One almost sure way to keep your
voice bright and lively is to look into a
mirror as you talk - and smile. It's
amazing how that smi le will come
through to the person on the other end
of the line.
3. Listen to your telephone speech
habits. If some people realize how
they sound when they speak on the
phone, they'd want to hide in a corner.
so stay aware of what you are saying
and how you say it. It helps to occasionally ask a friend to listen to you
during your next phone call. Better
yet, if you have a tape recorder available, record you r end of the conversation .
Constructive criticism by a fr iend, or
listening critically to yourself on tape,
mig ht reveal some poor telephone
conversational habits - th ings like
stammering, too-lengthy pauses, unconscious sig hing , etc. Once you're
aware of such mannerisms, you'll be in
a position to improve the way you
speak on the phone.
4. Know how to pronounce your
listener's name. Nobody can expect
you to kn ow, for example, whether the
"y" in Smyth" should be pronounced
as in "h igh" or "with ." So if you're making a business call to a stranger, ask
the switchboard operator or the perso n's secretary, if poss ible.
If the person you're callin g answers
the phone himself, ask him how his
name is pronounced . And once you
know, use his name often. You might
also jot the name down , spelling it
phonetically an d und erli ning the syllable that should be accented. That
way you' ll be prepared the next time
you call that person.
5. Identify yourself, Even if you've
talked with a person 200 times in the
past, don't assu me he'll con nect your
voice wi th your name. It's common
courtesy to tell your listener who you
are.
6. Qualify the listener, Early in
the call ask a well - phrased, leadin g
question that will test you r listener's
Contacts
interest in why you are calling or
whether he will be able to provide the
information you seek.
If you find there's no interest or that
he cannot help you, courteously conclude the call as soon as possible.
After all, why waste his time - or
yours?
7. Be polite, Remember, your listener didn't initiate the call. It is his or
her prerogative to be cantankerous or
even rude, Though there's a great
temptation to respond angrily, a po lite,
calm, friendly attitude will frequently
bring the listener around and let you
achieve your objecti ve.
8. Cooperatewithwhomeveranswers,
It is not uncommon for som eone to
pre-screen calls for an individual particularly in business. So if the person who answers the phon e asks w hat
your call is about, answer truthfull y
and willingly.
You'll usually get farth er by cooperating rather than trying to bypass
whoever is dOing the screen ing . Of
course, if they try to put you off, there's
nothing wrong with usin g your persuasive communicatin skill s to convince them it would be to the other
person's advantage to talk wit h you .
9. Gellhe listener talking. It's not
uncommon when using the ph one to
find taciturn ind ividu als who listen
silently , almost forcing you into a
monologue. Use the old standby openended questions - those that begin
with Who, What, Where, When, Why,
Which, and How - to help turn your
monologue into conve rsation and
determi ne how you can best guide
that conversation.
10. Don't overtalk. A face-to-face
conversation can be as lengthy as
necessary to allow for fu ll coverage of
what you are discussing. Your own
common sense or clear signals from
the other person wi ll tell you it's time to
conclude the conversation. Many
times, your telephone listener won't
give you those signals, but will nevertheless resent spending too much time
wi th you. So play if safe. Be careful not
to overstay your phone welco me.
While most of us can't replace our
in-person or written commu nications
entirely wit h telephone calls, we can
use the phone to great advantage.
When we recognize the weaknesses of
telephone communication and take
advantage of the telephone's strengths,
this handy device can in crease our
producti vity manyfold.
Copyright 1966, by Ed Brenner
April-May 1989