Fenofibrate is a synthetic ligand for the nuclear receptor peroxisome proliferator-activated receptor (PPAR) alpha and has been widely used in the treatment of metabolic disorders, especially hyperlipemia, due to its lipid-lowering effect. The molecular mechanism of lipid-lowering is relatively well defined: an activated PPARalpha forms a PPAR-RXR heterodimer and this regulates the transcription of genes involved in energy metabolism by binding to PPAR response elements in their promoter regions, so-called "trans-activation". In addition, fenofibrate also has anti-inflammatory and anti-athrogenic effects in vascular endothelial and smooth muscle cells. We have limited information about the anti-inflammatory mechanism of fenofibrate; however, "trans-repression" which suppresses production of inflammatory cytokines and adhesion molecules probably contributes to this mechanism. Furthermore, there are reports that fenofibrate affects endothelial cells in a PPARalpha-independent manner. In order to identify PPARalpha-dependently and PPARalpha-independently regulated transcripts, we generated microarray data from human endothelial cells treated with fenofibrate, and with and without siRNA-mediated knock-down of PPARalpha. We also constructed dynamic Bayesian transcriptome networks to reveal PPARalpha-dependent and -independent pathways. Our transcriptome network analysis identified growth differentiation factor 15 (GDF15) as a hub gene having PPARalpha-independently regulated transcripts as its direct downstream children. This result suggests that GDF15 may be PPARalpha-independent master-regulator of fenofibrate action in human endothelial cells.

In this article the authors report on the use of a scaffolding pedagogy (Gibbons, 2009), informed by systemic functional linguistics, to support the writing of English language learners in middle years curriculum learning. They focus on the work of one teacher and her English class across the first 18 months of a longitudinal design-based literacy research project, Embedding Literacies in the Key Learning Areas (ELK). This 3-year project was conducted in an Australian urban secondary school with 97.5% of students from language backgrounds other than English. A core aspect of the pedagogy implemented through the ELK project is the use of a shared metalanguage to make visible the patterns of language valued for discipline learning. Analysis of instructional materials, classroom discourse, and data on students' achievement on standardized external and formative internal assessments of writing over 18 months indicates that growth in writing is related to pedagogical practices that include consistent use of a functional metalanguage in classroom modeling of exemplar texts and in feedback on students' writing.

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The importance of teacher-student collaboration in text production is well established in education literature (Cazden 1996; Green 1988; Mehan 1979). Teacher-student collaboration is a key feature of Sydney School Genre pedagogy, particularly in the Joint Construction stage of the Teaching Learning cycle. Joint Construction supports the literacy development of all students through dialogic exchanges that enable the co-creation of a target text (Rothery & Stenglin 1995). While this stage of the Teaching Learning cycle has been widely used across primary, secondary and tertiary contexts, teacher-student dialogue in text production has only been analysed in detail at a primary school level (see Hunt 1991 & 1994). This paper examines three Joint Construction lessons from the tertiary context. Using phasal analysis (Gregory 1985, 1988), it examines how different stages of Joint Construction achieve their goals. Using exchange structure analysis (Sinclair & Coulthard 1975; Berry 1981; Ventola 1987 & 1988; Martin 2007; Author 2007), which is located within the discourse semantic system of NEGOTIATION (Martin & Rose 2007), the paper provides a principled linguistic analysis of the conversational moves taking place.

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