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Sanders Joins Union Leaders and Healthcare Workers In Protesting 'Corporate Greed'-Fueled Private Equity Sale of ...
Julia Conley, staff writer Sen. Bernie Sanders joined hundreds of union workers and Philadelphia community members on Thursday in decrying the planned closure of Hahnemann University Hospital, whose assets were recently put up for sale by Joel Freedman, the private equity executive who bought it last year. ...
Bernie Sanders blames 'corporate greed' for Hahnemann closure
Sen. Bernie Sanders came to Philadelphia on Monday to slam the owners of Hahnemann University Hospital for putting corporate profits over human life. "The possible closure...
The Philadelphia Tribune 2019-07-16
Private Equity's Latest Scheme: Closing Urban Hospitals and Selling Off the Real Estate
https://prospect.org/article/private-equitys-latest-scheme-closing-urban-hospitals-and-selling-real-estate On Thursday, thousands of union workers and community members are...
Democratic Underground 2019-07-11
Philly hospital's plight spurs aid pledge, Sanders rally
HARRISBURG, Pa. (AP) — A longtime Philadelphia teaching hospital will stop admitting emergency room patients this week as its impending closure drew pledges of millions in...
Waco Tribune-Herald 2019-07-16
Bernie Sanders and Helen Gym: Philly's fight for Hahnemann represents the need for quality healthcare ...
In the two weeks since Joel Freedman, the investment banker who owns American Academic Health Systems, announced that he plans to close Hahnemann University Hospital,...
Philadelphia Daily News 2019-07-11
Hahnemann University Hospital's inner turmoil: A timeline of changes, layoffs, and closing
Hahnemann University Hospital, a Center City institution that has been open since the 1800s, on Wednesday announced its closure after a particularly rocky year. The hospital admitted to losing millions of dollars each month and has faced numerous issues involving its union and its academic partner, Drexel University. Related stories Hahnemann University Hospital to close after...
Philadelphia Daily News
\'Not just a Philadelphia issue': Bernie Sanders rallies against Hahnemann closure — and for Medicare ...
Sen. Bernie Sanders (I., Vt.) rallied Monday with Philadelphia hospital workers, residents, and some political supporters against the closure of Hahnemann University Hospital, seizing on the situation to tout a signature issue in his presidential campaign. "We should not be talking about shutting down a major hospital and converting that property into hotels or condos," Sanders...
Nurses Union, Labor Leaders Rally Outside City Hall, Call On State To Save Hahnemann University Hospital
PHILADELPHIA (CBS) – Nurses and labor leaders are taking action in the face of Hahnemann University Hospital's upcoming closure as they gathered at City Hall on Thursday to ask the state to intervene. Hospital officials announced Wednesday plans to close the cash-strapped facility in September. "We're hoping that the state, the city, somebody, the governor will intervene and...
Hahnemann hospital's demise should not be a revelation to any politicians in Philly
The politicians who stood by for years as Hahnemann University Hospital lost more and more money are all piling on now, blaming its problems on the last gang of investors to buy the place or lend it money. "CEO Joel Freedman and his team of venture capitalists" have created "an absolute disgrace [with] a greed-driven lack of care for the community," Pennsylvania Gov. Tom Wolf...
Sanders says Philadelphia hospital plight example of \'greed\'
HARRISBURG, Pa. (AP) — Democratic presidential candidate Bernie Sanders is pointing to the planned closure of a longtime Philadelphia teaching hospital as an example of corporate greed in health care. The Vermont senator spoke Monday to a crowd of hundreds outside Hahnemann University Hospital and called...
Closing Philly hospital owner says he tried to keep it open
HARRISBURG, Pa. (AP) — The for-profit owner of a longtime Philadelphia teaching hospital that's slated for closure says he tried to keep Hahnemann University Hospital open, including transferring it to a not-for-profit organization. But CEO Joel Freedman says those discussions weren't successful and no one else...


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Top 10 Best International Schools in Copenhagen, Denmark
By Juliet Ryder
Posted 08 September, 2021
Go Straight to Schools List
International Schools in Copenhagen
For those looking for the best international schools in Copenhagen, there are nearly 20 to choose from. There are 3 International Baccalaureate, 4 British as well as 1 French, 1 German and as well as a number of Danish schools with an international focus and English language at the core of learning.
About Copenhagen
Copenhagen, the capital city of Denmark, is situated on the coastal islands of Zealand and Amager and is linked to Malmo in southern Sweden by the Öresund Bridge. The historic central city area has a population of around 775,033, while the surrounding urban area has more than 1.3 million residents, rising to more than 2.5 million in the wider metropolitan area. Copenhagen is known as one of the safest, greenest and happiest cities in the world with a high level of equality and a strong sense of common responsibility for social welfare. In keeping with this the Danish have introduced the concept of 'hygge' to the world. Hygge (pronounced hue-guh) is a cosy feeling of wellness and contentment, like a warm hug, through enjoying the simple things in life.
The Danish have a passion for design which comes through not only in their architecture, interiors, fashion and practical, yet elegant, household gadgets, but also into their world of gastronomy. Copenhagen is one of the latest culinary capitals with numerous Michelin starred restaurants specialising in presenting local produce in new and beautiful ways.
The Danish love children and Copenhagen is an exceptionally child friendly city. There is plenty of space here, an abundance of beautiful, well designed playgrounds, wonderful parks, open spaces and numerous family attractions. Copenhagen is well served by public transport, a combination of the Metro, bus and train services where one ticket works for all, which is in operation 24 hours a day. It is, however, the most cycle friendly city in the world with over 62% of residents using their bikes in their daily commute and only 9% choosing to drive. This is one of the factors that has led to Copenhagen being named as Europe's Coolest Green City by the Ecologist Magazine. Other impressive features are the city's extensive selection of enviro-hotels, eco-shopping, carbon neutral beers, organic restaurants, urban green spaces and a mandatory green roof policy.
Many expats and Danish families with children choose to live in apartments in the central area of the city for easy access to all of the benefits that brings including an abundance of shopping opportunities, great cafés, parks and green areas. A network of cycle routes and excellent public transport makes getting around the city easy. Some of the most pleasant areas for family living include the canal side Christianshavn, Østerbro with its large parks and sporting facilities and leafy Fredriksberg with its villas and larger family apartments.
For quieter and more spacious living with larger apartments and houses with their own gardens, Amagar East, just south of the city centre with its beautiful Strandpark beach island and lagoon, is a popular choice. Further south on Amagar Island, just beyond the airport, is the beautiful, historic, seaside village of Dragør, currently under consideration by UNESCO as a potential World Heritage Site. A commute into the city from here takes around 25 minutes by car or just under 40 minutes by bus. To the north of the city, awash with parks (some with sandy beaches), green space and more spacious family housing yet still only 15-20 minutes from central Copenhagen, are the leafy suburbs of Charlottenlund, Gentofte and Hellerup. These areas are all very popular with expats.
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Where Copenhagen international schools are distributed (view our List of International Schools in Copenhagen to see a live map):
Best International Schools in Copenhagen - Rankings
Note: our rankings are based on parent, pupil and teacher reviews. If you think your Copenhagen school should be in the top 10, get reviewing - we want to hear from real people with real experiences at schools so parents, teachers and pupils get the real story when they research their next school. You can find your school in the full List of International Schools in Copenhagen, or search by name here.
North Zealand International School
North Zealand International School (NIS) is a small school where every child is known and appreciated. Not only are the lessons interesting and inspiring but the community atmosphere allows parents and children to integrate into Denmark quickly and smoothly. This unique combination of good education and community atmosphere mean that 98% of our parents would recommend NIS to others.
The international curricula at NIS provide a solid foundation of education for the future lives of our students. At North Zealand International School we believe that anything can be learned and seeking the personal potential of each student is key.
Families living in North Zealand enjoy a high quality of life with access to sandy beaches, numerous green spaces, parks, castles and of course the delights of Copenhagen, which is only 20 minutes away.
North Zealand International School Details
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Sankt Petri Schule
German, Danish
Sankt Petri Schule is a German-Danish school in the heart of Copenhagen, which lives and teaches both languages and cultures on an equal footing. We have a 450-year history, are the oldest German school abroad and have historically close relationships with the Danish royal family and the neighboring St. Petri church.
At the same time, we live in the middle of a modern, democratic society that is part of a common Europe. We are an international school that sees the diversity of the world as an opportunity.
Sankt Petri Schule Details
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Øresunds International Skole
International, Danish
Øresund International Skole is a parent-run free school with teaching from kindergarten to 9th grade. In collaboration with the parents, the students are encouraged to acquire knowledge, skills, working methods and expressions that contribute to the individual student's versatile personal development.
We are a small school that has a great deal of individual teaching where the student learns at their own pace, which means that we meet the student where the student is. We have a Danish curriculum and many teaching hours in English .
We have a life of tolerance and good discipline. Our academic level is high and we require a lot of our students, which means that our students finish with good graduation. Øresund International Skole offers good peace of mind and a safe everyday life for your child.
Øresunds International Skole Details
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Valby International Preschool
Valby International Preschool is part of the Tinytots International Daycare and Preschool Group. Our vision is to provide a secure, adoring, charming, exciting, respectful and fostering environment for each child in which they get the fullest opportunity to grow and develop.
We work all the time to develop the feeling like a home away from home for the children. We want to develop Valby International Preschool to a place where parents can feel confident that their children are receiving the very best care and education.
Valby International Preschool Details
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Branca International Schools
Branca International Schools is situated in Copenhagen, 16 km east of the center of København, in its own purpose-built facilities which opened in September 2000. Branca was the first international school in København for many years to build a fully equipped and modern facility for all of its children.
Branca International Schools also have established extension of the modern-day facility in Pireas, Greece, and Lisbon, Portugal, and We maintain an up to date recruitment to fill in opening in all our branches across European Union as we seek further extension of our modern facility in our representative locations across the entire EU.
There are separate Junior and Senior schools on the site which are managed independently. We maintain up-to-date recruitment to fill in opening in all our branches across the European Union as we seek further extension of our modern facility in our representative locations across the entire EU.
The school has recently completed a new sports facility which includes a state-of-the-art soccer pitch, running track, long jump and changing rooms., with a little overlap in the use of facilities and staff, particularly in Physical Education and Music.
All classrooms are fitted with interactive whiteboards and Wi-Fi is available throughout the school facility.
Branca International Schools Details
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Bernadotte School
The international section of the Bernadotte School, The Little House, is an international school in Denmark that offers education from pre-school to 9th grade (age group 6 - 15 years). It is important to note that we are Danish and not an American or British international school, and that our working methods, philosophy and the general ambience of the school will reflect this difference.
The Scandinavian tradition of openness, tolerance and freedom of mind also shows in its educational systems. Knowledge and learning are seen as tools that enhance the individual's understanding and appreciation of life, rather than being a checklist of academic goals that can be pursued in isolation. It is our experience that the skills and strengths that our system fosters stand the student in good stead for any academic study undertaken in later life.
Bernadotte School is run democratically, as it would not be in keeping with the school's aims to reserve decision-making for a chosen few. Parents, students and teachers all have influence in the running of the school, both on a day-to-day level, and in liaison with each other through their respective representative bodies.
Bernadotte School Details
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Viking International School
Viking International School is a primary international school offering international education in English. We use an integrated STEM (Science, Technology, Engineering, and Math) approach and have a strong focus on the Danish language. We are accepting applications for children aged 5-10 for Reception through Year 4 in Ballerup (Greater Copenhagen area) in August 2021-22.
Our experienced international teaching team at Viking International School provides inquiry-based education with English as the language of instruction. We focus on learning Danish language as a true second language from an early age. Our core program is based on the International Primary Curriculum (IPC).
Viking International School provides a positive environment to foster cooperative learning as well as an engaging educational model to develop strong foundational knowledge along with skills to thrive in an increasingly globalized and changing world.
Viking International School Details
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Bjørn's International School
Danish, English
Bjørn's International School in Copenhagen is an independent international school with about 160 students from over 50 nations and an internationally qualified teaching staff. BIS students can be taught through English or Danish from 6 to 16 years.
BIS is a member of ECIS (European Council of International Schools) and the centre for IGCSE (the International General Certificate of Secondary Education) in Copenhagen. Bjorn's International School was established in 1967 and is open to all who share our vision and guidelines.
Bjørn's International School Details
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Waldorf International School Copenhagen
Waldorf International School Copenhagen (WISC) is a not-for-profit international school with a distinct educational vision. WISC is the international department of Byens Steinerskole, which is a Waldorf school established in 2019. It is recognised by and subject to Danish law and receives a subsidy from the Danish state.
At a Waldorf school, each child is daily challenged on an intellectual, creative, artistic and social level – head, heart and hands. We, therefore, offer a wide range of subjects, which each child can follow at their own individual level.
Waldorf International School Copenhagen Details
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Lycée Francais Prins Henrik Copenhague
The Lycée Français Prins Henrik, created in 1954, is a private establishment under Danish law, under the joint supervision of the Danish educational authorities (Ministerium for Børn og Undervisning) and the Agency for French Education Abroad (AEFE) .The Lycée offers all teaching cycles from Kindergarten (from 3 years old) to Terminale.
As in all of the 470 establishments in the AEFE network, education is provided in French and in accordance with French National Education programs. In accordance with its status under Danish law, the Lycée integrates the study of the Danish language, culture and civilization.
Lycée Francais Prins Henrik Copenhague Details
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Other International Schools in Copenhagen
There are 9 other international schools in Copenhagen that didn't make it into our Top 10, either because they didn't have enough reviews or its review rating was too low. If your school is one of those and you think it should make the Top 10, make sure you add your review and tell your story via the school links below.
Jinnah International School Danish, Islamic 4.2 / 5
European School Copenhagen International 4.1 / 5
Rygaards International School English 4.1 / 5
Amager's International School International, Danish 4.0 / 5
Institut Sankt Joseph Copenhagen International, Danish 3.2 / 5
Skt. Josef's International School English 3.1 / 5
International School of Hellerup IB 3.1 / 5
Copenhagen International School IB 2.7 / 5
Birkerød Gymnasium IB 2.6 / 5
Browse all schools in Copenhagen
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Gotterdammerung Vinyl Bundle
Release Date 19 May 2023
Vinyl Collectors 2
The fourth and final part of "the greatest recording of all time" – Gotterdammerung from Sir Georg Solti's Ring Cycle. The 6LP set, remastered with cutting edge technology at Abbey Road Studios, comes housed in a heavyweight limited edition wooden box, the ultimate collector's edition for all four sections of this landmark recording.


The commercial season for king mackerel in Louisiana waters, closed on Sept. 20, will re-open at 12:01 a.m. Nov. 1 and close again at 12:01 a.m. Nov. 3, the state Department of Wildlife and Fisheries announced Thursday.
State biologists and the National Marine Fisheries Service determined the annual quota for king mackerel of 1.07 million pounds for the western zone of the Gulf of Mexico has been under harvested by about 80,000 pounds.
After Nov. 3, the season will remain closed through June 30, 2014.
For information, contact Jason Adriance at 504-284-2032 or jadriance@wlf.la.gov.


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Jamel Herring gets his shot in the ESPN spotlight on Friday night
Marine veteran and junior lightweight Jamel Herring. Photo credit: Mikey Williams/Top Rank
by Francisco Salazar
A Marine veteran and an undefeated teenage prospect are now part of Friday night's ESPN telecast.
The 10-round bout between junior lightweights Jamel Herring and John Vincent Moralde will precede the main event bout between WBC junior welterweight titleholder Jose Ramirez and Antonio Orozco at the Save Mart Center in Fresno, California..
The bout between Herring and Moralde was elevated to co-main status after junior welterweight prospect Maxim Dadashev suffered a torn biceps muscle in preparation for his bout against former lightweight titleholder Antonio DeMarco.
Herring (17-2, 10 knockouts), who resides in Cincinnati, served two tours of duty as a Marine in Iraq. He is a 2012 U.S. Olympian, who is grateful for the opportunity Top Rank has given him.
"I just want to say I'm honored to fight on ESPN," said Herring, who returned from a nine-month layoff on May 12 to stop Juan Pablo Sanchez in five rounds. "I was already excited to fight on the same card as my Olympic teammate Jose Ramirez but to be placed as the co-main event right before he steps in the ring is a big deal. A win here will land me in position for a world title, so I'm not losing any focus at the real task at hand."
WBC junior welterweight titlist Jose Ramirez (left) and junior lightweight Jamel Herring. Photo credit: Mikey Williams/Top Rank
Herring and Moralde will fight for a regional title.
Moralde (20-1, 10 KOs), who resides in General Santos City, hometown of Manny Pacquiao, last fought on May 26, winning an eight-round unanimous decision over Ismail Muwendo.
The 24-year-old Moralde was stopped in his previous fight by featherweight contender Toka Kahn Clary on December 1.
Opening the ESPN/ESPN Deportes (10 p.m. ET/ 7 p.m. PT) telecast will be a six-round bout between junior lightweight Gabriel Flores Jr. and Roger Gutierrez.
Undefeated junior lightweight prospect Gabriel Flores Jr. Photo credit: Mikey Williams/Top Rank
The 18-year-old Flores (9-0, 5 KOs) made history in becoming the youngest fighter to sign a promotional deal with Top Rank at the age of 16.
Flores is a former amateur standout, who resides in nearby Stockton, where he has a significant following. In his most recent bout on July 7 in Fresno, Flores won a one-sided decision over James De Herrera.
"It's going to feel good to fight on ESPN in California, so close to home, to be on a big stage to inspire the kids in Stockton, my hometown," said Flores. "I want to open their eyes for them to know they can accomplish their own dreams. The opportunity is a dream come true."
Gutierrez (7-1-1, 4 KOs), who resides in the Los Angeles suburb of Pacoima, is unbeaten in his last four bouts.
Francisco A. Salazar has written for RingTV.com since October of 2013 and has covered boxing in Southern California and abroad since 2000. Francisco also covers boxing for the Ventura County (California) Star newspaper, BoxingScene.com and FightNight.com. He can be reached by email at [email protected] or on Twitter @FSalazarBoxing.
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"Invasion of the Sea-Smurfs" | Democracy Now!
A little-noticed story surfaced a couple of weeks ago in the Army Times newspaper about the 3rd Infantry Division's 1st Brigade Combat Team. "Beginning Oct. 1 for 12 months," reported Army Times staff writer Gina Cavallaro, "the 1st BCT will be under the day-to-day control of U.S. Army North, the Army service component of Northern Command, as an on-call federal response force for natural or manmade emergencies and disasters, including terrorist attacks." Disturbingly, she writes that "they may be called upon to help with civil unrest and crowd control" as well.
The force will be called the chemical, biological, radiological, nuclear or high-yield explosive Consequence Management Response Force. Its acronym, CCMRF, is pronounced "sea-smurf." These "sea-smurfs," Cavallaro reports, have "spent 35 of the last 60 months in Iraq patrolling in full battle rattle," in a combat zone, and now will spend their 20-month "dwell time"—time troops are required to spend to "reset and regenerate after a deployment"—armed and ready to hit the U.S. streets.
The Army Times piece includes a correction stating that the forces would not use nonlethal weaponry domestically. I called Air Force Lt. Col. Jamie Goodpaster, a public-affairs officer for Northern Command. She told me that the overall mission was humanitarian, to save lives and help communities recover from catastrophic events. Nevertheless, the military forces would have weapons on-site, "containerized," she said—that is, stored in containers—including both lethal and so-called nonlethal weapons. They would have mostly wheeled vehicles, but would also, she said, have access to tanks. She said that any decision to use weapons would be made at a higher level, perhaps at the secretary-of-defense level.
The political and financial establishments seem completely galled that people would actually oppose their massive bailout, which rewards financiers for gambling. Normal people worry about paying their bills, buying groceries and gas, and paying rent or a mortgage in increasingly uncertain times. No one ever offers to bail them out. Wall Street's house of cards has collapsed, and the rich bankers are getting little sympathy from working people.
That's where the sea-smurfs come in. Officially formed to respond to major disasters, like a nuclear or biological attack, this combat brigade falls under the U.S. Northern Command, a military structure formed on Oct, 1, 2002, to "provide command and control of Department of Defense homeland defense efforts." Military participation in domestic operations was originally outlawed with the Posse Comitatus Act in 1878. The John Warner National Defense Authorization Act for Fiscal Year 2007, however, included a section that allowed the president to deploy the armed forces to "restore public order" or to suppress "any insurrection." While a later bill repealed this, President Bush attached a signing statement that he did not feel bound by the repeal.
We are in a time of increasing economic disparity, with the largest gap between rich and poor of any wealthy industrialized country. We are witnessing a crackdown on dissent, most recently with $100 million spent on "security" at the Democratic and Republican national conventions. The massive paramilitary police forces deployed at the RNC in St. Paul, Minn., were complete overkill, discouraging protests and conducting mass arrests (National Guard troops just back from Fallujah were there). The arrest there of almost 50 journalists (myself included) showed a clear escalation in attempting to control the message (akin to the ban on photos of flag-draped coffins of soldiers). There are two ongoing, unpopular wars that are costing lives and hundreds of billions of dollars. Nobel-winning economist Joe Stiglitz estimates that Iraq alone will cost more than $3 trillion.
In December 2001, in the midst of restricted access to bank accounts due to a financial crisis, respectable, middle-class Argentines rose up, took to the streets, smashed bank windows and ultimately forced the government out of power, despite a massive police crackdown and a failed attempt to control the media. Here in the U.S., with the prospect of a complete failure of our financial system, the people have spoken and do not want an unprecedented act of corporate welfare. We don't know how close the system is to collapse, nor do we know how close the people are to taking to the streets. The creation of an active-duty military force, the sea-smurfs, that could be used to suppress public protest here at home is a very bad sign.


by Jansa, L. F.; Enos, P.; Tucholke, B. E.; Gradstein, F. M.; Sheridan, R. E.
by Jansa, L. F.; Remane, J.; Ascoli, P.
by Jansa, L. F.; Williamson, M. A.
by Jansa, L. F.; Haggerty, J. A.; Premoli-Silva, I.; Sager, W. W.; Winterer, E. L.
by Bogdanov, Yu. A.; Gurvich, Ye. G.; Jansa, L. F.
by Dean, W. E.; Gardner, J. V.; Jansa, L. F.; Cepek, P.; Seibold, E.
by Gradstein, F. M.; Jansa, L. F.; Giblind, M.; Kaminski, M.; Sarti, M.; Thurow, J.; von Rad, Ulrich; Westermann, G. E. G.


Credit Plus offers Undisclosed Debt Verifications :: Credit Plus, Inc.
Salisbury, Md., January 9, 2014 – Credit Plus, a leader in the mortgage information industry since 1928, announces that it has expanded its Undisclosed Debt Verifications service and is now offering updates from all three repositories. Credit Plus is the first in the industry to offer debt verification updates from every bureau. Undisclosed Debt Verifications provide real-time monitoring into applicant credit activity from the initial credit file pull through closing.
"Credit Plus prides itself on being at the forefront of the industry, delivering solutions that enable lenders to make sound lending decisions. Undisclosed Debt Verifications from all three bureaus, provide lenders with the information they need to help ensure they are in compliance with GSE requirements," said Greg Holmes, National Director of Sales and Marketing at Credit Plus.
Lenders can choose to receive Undisclosed Debt Verifications from one, two or all three bureaus. These Verifications provide comprehensive information about new tradelines, inquiries, secondary reissues, bankruptcies, judgments, liens, collections, late payments, and more. By utilizing three-bureau Undisclosed Debt Verifications, lenders can move forward with closings confident that they have a clear picture of each applicant's financial standing.
The GSEs are now electronically validating 100 percent of the loans they purchase, performing reviews within 120 days. In order to meet GSE requirements, lenders must verify that an applicant hasn't incurred new debt or liability prior to closing. Applicants who have obtained additional credit prior to closing must be re-qualified if their debt-to-income ratio has changed by more than three percent.


The Russian Skoda dealer, the Volkswagen Group Rus, recalls the 1551 Skoda Superb in the country due to possible problems with the dipped beam headlamps.
According to the data published by the Office, the service action is carried out because of a possible defect in the operation of the dipped-beam headlamps. Headlights after start remain in the position of the basic installation.
Within the framework of the action, specialists will perform reprogramming in order to adjust the control parameter of the headlamp installation.


Elle Bruce - a Canadian photographer, seeking beauty, making images and writing often. Elle shares impactful images, photography tips and insights on the topics of photography, travel, creativity, and art. Sign up for regular doses of inspiration.


The Alexandria condominium community in Jacksonville, Florida.
The Alexandria is a riverfront condominium community located in the historic district of San Marco in Jacksonville.
Once called the Villa Alexandria estate, San Marco is the mordern-day embodiment of old-world charm where Mediterranean architecture dominates. San Marco Square is inspired by the Piazza di San Marco in Venice, Italy. The scenic layout and proximity to downtown continue to make San Marco one of Jacksonville's most popular neighborhoods.
Residence at The Alexandria enjoys panoramic view of St. Johns River from the balconies in the master suite and living room. Choose from the one- and two-bedrooms ranging from 766 square feet to 1,062 square feet.


To end up with an excellently driveable vehicle, many components must interact. It is always recommendable to consider component interaction issues from the early beginning. An integrated system design is the secret of success, this is where real know-how comes in. No development is even started without an integral consideration of the system. Sometimes it is even better to maketargetcuts in component specification to get the most out of the composite of the components, thus - the whole system. Only where heart and brain interact in harmony, drive systems of tomorrow can arise. From software to electronics to mechanics to wheel - one system.


Our students are recruited mainly from the civil engineering profession and are typically looking to broaden their knowledge base, extend their technical expertise or gain further learning to meet the needs of the professional institutions. Applicants from other backgrounds planning to develop a career in civil engineering and construction management will also be considered. Graduates of this course are much sought after by employers, working in areas such as transport, water and wastewater engineering and the energy sector.
This course can be studied full-time or part-time on campus. It is also available to study via Online Learning, ideal for those in employment or with other commitments, providing flexible study options that fit around work or family.
This course is supported by the Civil Engineering Industry Advisory Committee, which includes representatives from major multi-national employers AECOM, Arup, Atkins, Balfour Beatty, Halcrow, Jacobs and WSP Group. This committee convenes regularly and advises on the course content and structure, ensuring quality, up-to-date content and relevance to industry needs.
This MSc degree is accredited as meeting the requirements for Further Learning for a Chartered Engineer (CEng) for candidates who have already acquired an Accredited CEng (Partial) BEng(Hons) or an Accredited IEng (Full) BEng/BSc (Hons) undergraduate first degree. See www.jbm.org.uk for further information.
The MSc / Postgraduate Diploma in Civil Engineering and Construction Management, led by Dr. Benny Suryanto, consists of up to three mandatory Construction Management courses (CM). Students also choose up to six Civil Engineering (CE) courses from a list of specialist options as detailed below. MSc students also complete a research dissertation.
Please find below the course descriptions. For more information on courses, please contact the Programme Leader.
This course aims to provide the student with an understanding of the concepts and practices of construction project management used to provide value added services to clients. The course develops understanding of the issues related to the management of construction clients and other project stakeholders and how their needs can be co-ordinated, managed and delivered from the project's design stage through production to occupation and maintenance within the context of client satisfaction and the overarching construction project constraints of time, cost, quality sustainability, health and safety management.
Subjects covered in the course syllabus include: Construction project management concepts; standards and services; organisational structures for delivery of project management services; management strategies for clients and stakeholder briefing; issues related to management of construction project design process, and budget setting; tools/techniques for construction project planning and control of costs, time, risk and quality; issues relating to TQM and health and safety; teamwork and leadership roles.
The course aims to introduce the concepts of value and risk management, apply them to strategic and tactical problems and illustrate their tools and techniques through case studies.
Subjects included in the course syllabus include: VRM and the construction procurement process; introduction to value management; value engineering (function analysis and other VE tools); risk and uncertainty in the construction industry; Risk and procurement of PPP projects; risk management framework; sources, events and effects of project risk; tools and techniques of risk management; risk response and mitigation; client briefing.
The aim of the course is to enable students to appreciate and make an intelligent contribution towards the managerial and financial aspects of construction companies in general and construction projects in particular. This includes developing awareness and understanding of the need for financial planning and monitoring and the cost control process.
The following subjects are covered within the course syllabus: Financial management and control in contracting; corporate strategies in construction; financial management at company level; cash flow forecasting; costing; cost/value reconciliation at project level; production of financial accounts for construction companies; corporate analysis and ratio analysis; economic comparison; profitability measurement; construction plant financial appraisal; development appraisal techniques.
This course aims to further develop the learners' theoretical and practical knowledge in the implementation of Project Management Principles in the construction industry. The course is designed to raise student awareness as to why the construction industry under-performs when compared to other industries. This enables learners to appraise and critically analyse the performance of the project management discipline in order to explore what is needed to improve this performance, with emphasis on the UK construction industry.
The following units are included in the course syllabus: The construction industry; the manufacturing industry; lean construction and process mapping; lean planning; performance measurement and benchmarking; project management evaluation; power, politics and influence; supply chain management.
This course aims to provide a comprehensive description of the behaviour of structural concrete under different loading conditions based on the relevant published test data. It also aims to provide a comprehensive description of the mechanics underlying the response of reinforced concrete structural forms when subjected to different loading conditions based on the available test data and describe the different modes of failure exhibited. The course also aims to introduce the learner to the concepts underlying reinforced concrete design and the available assessment methods, to enable the learner to develop a deep understanding of the physical models and their assumptions (adopted for describing the mechanics underlying RC structural behaviour) that form the basis for the development of the available design/assessment methods. It also gives the learner the opportunity to apply different methods for developing design solutions for a range of RC structural configurations capable of safeguarding specific performance requirements set by the relevant standards/codes. The course also introduces students to the methodology adopted for the design of RC structures under seismic and dynamic actions, and the methods available for enhancing the performance of existing reinforced concrete members.
Topics include: concrete material behaviour under different loading conditions; the behaviour of reinforced concrete structural configurations subjected to different loading conditions; examples of structural failures; the assumptions and mechanics underlying the behaviour of reinforced concrete structures upon which the available assessment methods is based upon; various physical models available for describing the mechanics underlying the behaviour of reinforced concrete structural configurations; assessment of the behaviour of a range of reinforced concrete structural configurations and comparison with the predictions obtained from the available test data; use of the different methods employed in practice and research to develop design solutions for specific problems; assess experimentally and/or numerically the ability of the design solutions to safeguard the structural performance requirements set by the relevant standards.
The overall aim of this course is to provide the students with detailed knowledge and understanding in ground engineering for geotechnical engineers, extending the knowledge gained in undergraduate geotechnical courses to allow the learners to apply theoretical design and analysis to practical problems.
Subjects covered in this course include: site investigation and soil sampling techniques; analysis of slope stability problems and failure modes; earth pressure analysis and retaining walls; application of geotextiles in geotechnical, highway and railway engineering; methods of ground improvement through compaction, grouting, consolidation and drainage.
This course aims to provide students with an understanding of the nature of seismic forces and the response of structures subjected to such loading, as well as to provide learners with an introduction to earthquake-resistant design and the seismic assessment of structures.
Topics include: introduction to engineering seismology; waves in elastic media; introduction to Eurocode 8; simplified and multi-modal response spectrum analyses; elastic and inelastic systems; time history and frequency domain analyses; soil-structure interaction – transmitting boundaries; methods of seismic structural assessment; structural repair and strengthening techniques.
The course aims to provide students with an appreciation of traditional and new cement-based materials, their applications in construction, and the recognition of the importance of durability. It also aims to provide an understanding of the core principles in designing a structure using a novel material where the design specification is not available and thus requiring the students to work using fundamental methodologies. The course also aims to provide students with an integrated knowledge about the key engineering properties of structural concrete and relevant design specifications.
More specific topics covered in the course include: development in cement based materials, concrete mixtures, mechanical/durability/performance assessment, examples of application, and practical laboratory based exercises.
This course aims to achieve a thorough understanding of the hydrological basis of water resources assessment, planning and management.
Topics covered in the course include: introduction to hydrology and water resources, meteorological data collection and analysis, surface water; low streamflow data analysis for reservoir planning and design, uncertainty analysis in water resources planning, groundwater occurrence, evaluation and management.
This course aims to introduce the learner to the advanced analysis and design of steel and steel-concrete composite structures, to allow the learner to model the structural behaviour of steel and composite structures using commercial software. It also aims to provide the learner with a variety of techniques to analyse and detail steel and steel/concrete composite structures and to strengthen the learner's ability to model structures and to understand the relationship between the mathematical models used in analysis and the behaviour of the real-world structures.
Topics covered include: introduction to Eurocodes 3 and 4 with focus on multi-storey buildings, nonlinear behaviour in cross-section, member, and structural level, nonlinear analysis including p-delta effects, design of multi-storey moment-resisting frames, design of multi-storey braced frames, design of steel-concrete composite slabs, beams and columns; design of steel-concrete composite joints, seismic design of steel and steel-concrete composite structures to Eurocode 8, advanced seismic-resistant structural systems, and modelling of steel and composite structural behaviour using the finite element method.
This course aims to allow the learners to develop a deep understanding of the behaviour of structural concrete and steel under different loading conditions, and to introduce students to the available material models capable of describing the behaviour of structural concrete and steel under different loading conditions. The course also aims to introduce students to the numerical strategies employed when carrying out nonlinear finite element analysis for predicting the structural response under different loading conditions, in order to enable students to develop numerical models representative of the actual structural configurations considered.
Subjects and topics covered include: the behaviour of concrete and steel under different loading conditions, the mechanics underlying the response of reinforced concrete and steel structural forms when subjected to different loading conditions, modes of failure, material models and constitutive relations, strategies for performing nonlinear finite element analysis, modelling of structural configurations under different loading conditions, comparisons of numerical predictions and experimental data.
The overall aim of this course is to provide the student with knowledge and understanding of the geotechnical design process, equipping learners with appropriate methods of analysis for settlement and bearing capacity calculations, as well as in examining appropriate national codes and Eurocodes and their implications in geotechnical design.
The syllabus includes the following topics: Introduction to foundation types (e.g. shallow footings; piled foundation types); deformation due to surface loading (e.g. stress distributions; elastic displacement; settlement theory; bearing capacity; consolidation); bearing capacity of foundations (e.g. shallow footings; active/passive pressures; general bearing capacity methods); Piles (e.g. forces and load transfer; capacity; soil types; pile group behaviour).
This course aims to introduce the learner to plastic analysis of beams, frames and plated structures, and to allow the learner to model structural behaviour in a laboratory environment where s/he is aware of the health and safety risks. It also aims to provide the learner with a variety of techniques to analyse and detail plate/slab elements of structures, and to strengthen the learner's ability to model structures and to understand the relationship between the mathematical models used in analysis and the behaviour of the real-world structures.
Specific topics covered in the course syllabus include: plastic behaviour at cross-sectional level, plastic analysis of beams and frames using the static, kinematic and step-by-step methods, theorems of plastic analysis and applications, plastic analysis and design of plates and slabs using the Yield line method, systematic methods of plastic analysis, moment redistribution design methods, capacity design, seismic design using plastic analysis.
This course aims to introduce the wider concepts involved in coastal engineering design, the theory of waves and the practical considerations related to design, environmental impacts and sustainability issues.
Topics covered in the course syllabus include: introduction to Coastal Engineering: the historical context, the coastal environment, understanding coastal behaviour systems; small amplitude wave theory: basic definitions, derivation of airy wave equations, water particle motions, approximations for 'deep' and 'shallow' water; energy, power and group velocity; wind wave generation and forecasting; coastal water level variations and coastal hazards: storm surge, tsunami, long term water level changes; conceptual coastal design: the wider context of design, hard and soft engineering options for coastal defence and their effects on the coastal environment.
This course introduces the learner to the broad theme of Urban Drainage and Water Supply, with the aim of providing understanding of the following topics: runoff estimation, rainfall estimation, system layout/design, pump system design, sediment transport, Sustainable Urban Drainage Systems, the role of computer simulations, service reservoirs, water distribution practice and groundwater supply. The course includes instruction on the use of Infoworks CS.
Subjects covered in the course syllabus include: Performance requirements (e.g. technical, public safety, whole-life operational, amenity and sustainability); combined and separate sewerage systems; rainwater quantification/climate change; overview of sewer sediments; storm Sewer Design; hydrodynamic flow models; SuDS; service reservoirs; water distribution practice; groundwater supply; leakage.
The aim of this course is to enable learners to understand the processes and technologies for water treatment including conventional and advanced wastewater treatment and the sizing of various treatment units. The course also provides awareness for the learner of the importance of effective wastewater treatment for river pollution control.
Specific topics covered in the course syllabus include: Introduction to water and wastewater characteristics; fresh water treatment (e.g. coagulation and sedimentation, filtration, disinfection); desalination technologies for sea water treatment; wastewater treatment (e.g. preliminary treatment design, primary tank design/secondary treatment, advanced wastewater treatment); land-based, low-energy and sustainable wastewater treatment systems; sludge handling, treatment and disposal; effluent disposal (including re-use).
This course aims to provide students with an understanding of the analysis and design aspects of water distribution system. The course is structured to enable students to design least-cost functioning water distribution systems.
Topics covered in the course include: basic principles of pipe flow, pipe network analysis techniques, cost considerations of pipe network design, general principles of network synthesis, water transmission lines design (gravity mains and pumping mains), water distribution mains (gravity-sustained distribution mains and pumped distribution mains), single-input source, branched and looped systems, modelling of water distribution using computer software (EPANET or Infoworks).
This course aims to provide the students with an appreciation and understanding of the basic principles of structural reliability theory. It provides an introduction to concepts of structural safety and risk, as well as probability theory and probability distributions.
Specific topics covered in the course include: probabilistic modelling of strength and loads; first order second moment and first order reliability methods; reliability-based code calibration; Monte-Carlo simulation and variance reduction techniques; Introduction to causes of structural deterioration (corrosion, fatigue and fracture); risk based inspection strategies using Bayesian methods.
This course aims to give students an appreciation of the role of contaminated land within geotechnical engineering, developing understanding of current UK legislation and government policy relating to methodologies for dealing with contaminated land. In this regard, the course enables learners to understand the practical relevance of the remediation technologies within the context of site contamination and to gain knowledge of the engineering measures adopted at landfill sites for the safe disposal of waste.
Subjects and topics covered include: Historical pollution sources and extent; qualitative and quantitative risk assessment; site investigation; remediation methods; legislative background; characteristics of landfill sites and wastes.
This course aims to equip students with the contextual awareness, self-reflective abilities and interdisciplinary Attitudes, Skills and Knowledge necessary to allow them to contribute to the delivery of Sustainable Development as part of their professional role in the Built Environment Sector. It also aims to develop an understanding of the role of the Construction Professional in supporting a holistic approach to development, which emphasises Stakeholder Engagement in options appraisal. The course also aims to develop Consultation and Consensus building skills.
More specific topics covered in the course syllabus include: overview of broad concepts; history of sustainable development strategies, including legislation, monitoring, auditing, and tools for the same; overview of 'Sustainable Urban Design'; relevant Case Studies; planning frameworks, eg: strategic environmental assessment, environmental impact assessment, environmental impact statements; project design and planning: commercial and organisation-based plans and frameworks for Sustainability; sustainability indicators: policy framework for international and national indicators, use of indicators in project decision making, ecological/carbon footprints, best practicable environmental option; audit and certification: environmental management systems, international assessment tools, life cycle analysis. Examples of a variety of contemporary tools for measuring sustainability; supplementary units: sustainability in action, systems methodologies to aid decision making, and digital developments in sustainability tracking; the use of portfolios in professional development.
MSc students are also required to submit a research dissertation, the research topic normally aligns with the research interests of the staff in the School but can be tailored to suit the interests of the student or student's employer. Distance learning and part time students are encouraged to suggest project topics based on their own work experience.
In the MSc marks are gathered from a combination of examination and project work – overall 66% examination and 33% project work. Students are supported and guided by coursework to prepare them for taught course examination assessments.
The MSc course consists of 8 taught courses and a dissertation. To progress to the dissertation an average mark of 50% or higher and no course marks below 40% is required in the taught courses.
The Postgraduate Diploma course consists of the same taught courses but does not continue to the dissertation phase. PG Diploma students must achieve an average mark of 40% or more and have no marks below 35%. PG Diploma students may choose to transfer to the MSc cohort if they meet the MSc progression standards stated above.
Heriot-Watt University is committed to providing opportunities to applicants who have a wide range of prior experiences through Recognition of Prior Learning (RPL). Prior learning at postgraduate level is normally recognised to gain exemption from individual courses within a course based on an existing academic qualification. Note that the prior learning must have been rated at the level of the courses for which RPL is sought, yet credits from an award already held by an applicant can only contribute to a higher award in the same discipline, e.g. from PG Diploma to MSc. If you believe that you qualify for RPL, please contact the Learning and Teaching Support Team via egis-enquiries@hw.ac.uk, who will guide you through the RPL application procedure.


The team behind each new Star Wars movie benefits from an almost unbelievably large budget, and while these high financial stakes certainly come with their drawbacks – see the insufficient box office returns for Solo: A Star Wars Story – this generous funding allows for some pretty big names to be employed, even for a few supporting roles.
That being said, with so much acting talent crammed into a single picture, it's inevitable that some cast members will come across as a little underused or outright misused. For the recent Han Solo spinoff, for instance, writer Jon Kasdan has expressed some regret at killing off Thandie Newton's character Val so early on, partly because she did such a good job of making audiences sad to see her go.
There are certainly worse problems to have in a movie than your actors being too good, but Kasdan may well have a point. Though the Solo script might have defined Val as just another crew member whose main purpose is to die in Tobias Beckett's heist, the casting of Newton drew a lot more attention to the character, perhaps making her early demise seem somewhat emotionally manipulative.
Regardless of where you stand on Newton's role and her tragic fate, it doesn't look like the surviving cast of Solo: A Star Wars Story will be featuring in a sequel anytime soon, but if you're keen to see how the franchise's main saga continues, look out for Star Wars: Episode IX, which hits theaters on December 20th, 2019.