The research of which this paper gives an account was originated by the late Dr Alexander Bruce and undertaken in conjunction with him; most of the material used had been accumulated by him during the later years of his life. The following preliminary communication made to the Pathological Society of Great Britain and Ireland in July 1910 represents in brief outline the position which had been reached at the time of Dr Bruce's lamented death:—

The framing of issues in the mass media plays a crucial role in the public understanding of science and technology. This article contributes to research concerned with the analysis of media frames over time by making an analytical distinction between implicit and explicit media frames, and by introducing an automated method for the analysis of implicit frames. In particular, we apply a semantic maps method to a case study on the newspaper debate about artificial sweeteners, published in the New York Times between 1980 and 2006. Our results show that the analysis of semantic changes enables us to filter out the dynamics of implicit frames, and to detect emerging metaphors in public debates. Theoretically, we discuss the relation between implicit frames in public debates and the codification of meaning and information in scientific discourses, and suggest further avenues for research interested in the automated analysis of frame changes and trends in public debates.

The magnetic susceptibilities of oxy-and metaquohemerythrin in the range 3-200°K have been determined using an ultrasensitive superconducting quantum magnetometer, and for the first time their antiferromagnetic components have been conclusively resolved. The exchange coupling constants, J , between the two high-spin iron(II1) atoms in each subunit are -77 and -134 cm-l, respectively. The elec-

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This article traces the historical shifts in usage of the term vocation as a significant keyword wherein a range of different connotations and assumptions about the nature of work and the relationship between the domain of work and the practice of adult education are negotiated and contested. The aim of this article is to establish a wider backdrop against which contemporary understandings of vocation and work as they related to the field of adult education can be considered. By charting the major historical shifts in the usage of this term, this article explores some of the contrasting narratives of work as a source of meaning still carried by the term in contemporary usage.