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Age studies scholars have long noted problems with using a tsunami metaphor to describe population ageing. Age-friendly offers a new way to respond to an increase in older adults. Though critical gerontologists identify the related movement's limits, "age-friendly" itself is rarely recognized as a metaphor. This paper proposes that, while the metaphor of age-friendly is more benign than that of the tsunami, it still portrays an ageing population as a homogenous problem to be solved through morally obligatory individual actions, thereby participating in a form of age panic. The analysis draws on a humanities-based close reading of the World Health Organization's 2007 "Global Age-Friendly Cities: A Guide." The method uncovers attitudes that anchor the metaphor and hamper the movement's effectiveness, particularly when trying to reach people who have not already been well served all their lives. The emphasis on a narrow version of active ageing feeds a neoliberal imagination that affects how value is assigned to an ageing population. That underlying emphasis needs to shift before new metaphors, policies and practices for population ageing—that allow for the variability and uniqueness of late-life experience—can take hold. How might we reconceptualize the ageing population if we focus on contributions and meaning instead?

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AbstractThe present article aimed to explore if susceptibility to cybercrime can be linked to information security awareness and personality factors. A total of 1,054 participants aged between 18 and 84 years took part in an online survey consisting of a recently developed segmentation analysis tool designed to explore an individual's susceptibility to cybercrime. Alongside this, two other scales measuring information security awareness and the personality trait of impulsivity were also included. In total, 60% of the population surveyed presented as being in the higher risk categories for susceptibility to cybercrime. Furthermore, individuals in the higher risk categories for susceptibility to cybercrime also presented poorer information security awareness, as well as having higher levels of trait impulsivity. It was also noted that certain demographic factors also linked to susceptibility to cybercrime, including age and current employment status, with the unemployed and student populations being less well represented in lower risk categories. This work is seen as being critical while designing effective intervention strategies that are designed to target specific at-risk populations, as well as presenting a key tool that could be widely used by organizations to examine risk within their own specific populations.

AbstractThis article explores how episodic disability (ED) is created and intensified by, present within, and pushed out of the neoliberalized academy in Canada. ED is an umbrella term for a range of physical, mental, and neurological conditions characterized by fluctuation and unpredictability. Over two million working‐age Canadians are affected by ED, with women more likely to be impacted. To consider how ED interacts with post‐secondary education, we put feminist disability theories of embodied precarity, crip time, and disability justice into conversation with multimedia stories created by post‐secondary women workers with EDs, with story‐makers contextualizing and theorizing their creations, and revealing their complex embodied and embedded experiences. We chose these from stories generated in two research projects focused on transforming negative concepts of disability to serve as an "archivy" of embodied precarity that challenges ED's erasure in the academy. We think with the stories to analyze power and resistance in and on gendered and raced academic bodies along three overlapping themes: debility and vulnerability in the neoliberal university; fault‐lines of neoliberal time and embodied time; and EDs as produced in, and pushed out of, the neoliberal academy. Considering interrelations between ED and post‐secondary education under neoliberalism, we argue that feminist disability theory and justice praxis challenge debilitating and exclusionary expectations that harm people with EDs in and outside of the academy.