<p> </p><p>The aim of this paper is to analyse the urban development in Dubai by means of the fourquadrant model, presented by DiPasquale and Wheaton, which represents the market for real estate use and assets. The focus is on factors such as economic growth, access to oil, population growth and the incentive of the government to promote developments in Dubai, to study how they affect the real estate market. It is observed how all these factors contribute to the expansion of the construction sector and thereby the stock of space. However, because Dubai's economy is independent of the oil sector, access to oil is solely assumed to contribute to a higher amount of disposable capital and therefore does not have any upward pressure on the rent and the price level as the remaining factors.</p><p> </p>

The aim of this paper is to analyse the urban development in Dubai by means of the fourquadrant model, presented by DiPasquale and Wheaton, which represents the market for real estate use and assets. The focus is on factors such as economic growth, access to oil, population growth and the incentive of the government to promote developments in Dubai, to study how they affect the real estate market. It is observed how all these factors contribute to the expansion of the construction sector and thereby the stock of space. However, because Dubai's economy is independent of the oil sector, access to oil is solely assumed to contribute to a higher amount of disposable capital and therefore does not have any upward pressure on the rent and the price level as the remaining factors.

The study, designed as a case study, aimed to explore an EFL teacher’s process of producing individualised written formative feedback to further the English language development of the diverse student body of one eighth-grade class in southern Sweden. The research questions were approached from a teacher’s perspective. (1) What are the characteristics of written formative feedback on the written performance of individual students in a diverse ELT classroom? (2) How does the teacher reason when adapting formative written feedback to the needs of individual students? The Quadrant model, applying aspects of sociocultural theory, helped interpret the data collected from the think-aloud protocol, follow-up interview, and the written feedback provided to the students. Two main characteristics were identified for the teacher’s written feedback comment. First, the teacher aspired to provide feedback within each student’s engagement zone, which was also found to be a vital part of the teacher’s reasoning when adapting his feedback to students. Secondly, the written comment consisted mainly of motivating and explanatory comments to encourage further development, which also mirrored the teacher’s reasoning when adapting feedback to each student’s needs. The reasoning reflected the teacher’s aspiration of balancing the amount of support and challenge each student needed to support their development within their Zone of Proximal Development.