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Before you scroll past thinking, “Oh, another scam alert,” please pause. This isn’t your average “don’t answer spam calls” notice. What follows is an examination of the growing sophistication of grandparent scams—complete with call centers, scripts, and even AI voice cloning. More importantly, it’s about how to protect yourself and, especially, the older members of your family. Read on—not just for awareness, but for fundamental tools to keep your loved ones safe. Even Elvis Isn't Safe From Scammers You know the world has gone topsy-turvy when even the King of Rock 'n' Roll isn't immune to fraud. I've written before about the recent attempt to scam Elvis Presley's Graceland estate, but a recent story about senior fraud really got my blood boiling. U.S. authorities in Boston just charged 13 people connected to what I can only describe as a "grandparent scam industrial complex" – a sophisticated operation that bilked over 400 elderly Americans out of more than $5 million. These weren't your run-of-the-mill phone scammers calling from their basement. Oh no. These criminals were running call centers with scripts, managers, and daily money-making leaderboards like they were selling insurance, not breaking hearts. The math alone should make you furious: $5 million divided by 400 victims equals about $12,500 per person. That's not pocket change – that's someone's emergency fund, their vacation savings, or money they've been carefully setting aside for healthcare costs. The Grandparent Scam: Emotional Manipulation 101 If you're not familiar with grandparent scams, buckle up. These predators have turned family love into their business model, and they're disgustingly good at it. Here's their playbook: Step 1: The Panic Call – "Grandma, it's me! I'm in jail and need bail money RIGHT NOW!" Step 2: The Identity Theft – Using social media details (yes, those cute Facebook posts about little Johnny's soccer game), they sound convincingly like your grandchild. Some are even using AI voice-cloning technology. Step 3: The Time Crunch – Everything's an emergency. No time to think, no time to verify. Just panic and send money. Real emergencies, by the way, allow time for a phone call to confirm details. Step 4: The Collection – Cash via courier, rideshare driver pickup, wire transfers, even Bitcoin. Anything except the legitimate ways actual legal systems collect bail money (spoiler alert: the good guys don't send Uber drivers to your house). The Boston Grandparent Fraud Case: Scamming at Scale The level of organization in this Boston case reads like a twisted business manual. These criminals weren't just winging it – they had: • Dedicated "Opener" staff who made initial contact with victims • Specialized "Closers" who pretended to be lawyers demanding payment • Management training programs for their scam employees • Daily performance systems (because nothing says "organized crime" quite like gamifying elderly financial abuse) A number of things bothered me about this case The fraudsters got over $5 million from 400 victims. The simple math shows that, on average, each victim would have lost $12,500 – that’s not “walking around” money. I suspect many would have had to tap into a variety of savings accounts or possibly borrow from others to source funds on short notice. This creates an extra degree of hardship for victims who are struggling to manage on a fixed income. The average age of the victims was 84. This breaks my heart. The oldest in this cohort are especially vulnerable. At this age, many seniors live alone or are more isolated, making them easier prey for these deceitful tactics. Many of them are still uninformed about how these scams operate. The scammers showed a very high level of sophistication. According to court documents from the U.S. Department of Justice, District of Massachusetts (2025), the scammers operated a sophisticated “call center” with technology at multiple sites, enabling them to place a massive number of calls to unsuspecting victims. • These scams would begin with an “Opener” employee, who would call victims and read a script (see below) pretending to be a grandson or granddaughter who was in an accident. • Then, a “Closer” would allegedly follow up with another call, pretending to be their grandchild’s attorney, asking for a sum of money to pay for their grandchild’s fees due to the accident. Each of these call center locations had managers overseeing staff who trained, supervised, and paid employees. The most sickening part? They kept detailed records of how much money they stole each day, treating vulnerable seniors like ATM machines with feelings. Here is an actual photo of their “Leaderboard” taken as evidence in the Boston case. When it came to handling cash, they also had a plan for that. Most often, they used unsuspecting rideshare drivers whom they ordered to do a package pickup at the victim’s house. And these heartless criminals often went back for seconds and thirds. Using lines designed to trigger seniors into emptying their bank accounts. They would say things like "Oh, there's been a mix-up," or "A pregnant woman's baby was lost in the crash" – any lie to squeeze more money from people who'd already been devastated once. Now, I’ve been in enough boardrooms to know that leaderboards usually track sales of widgets, mortgages, or, at worst, how many stale muffins are left in the breakroom. But imagine walking into work and your boss says, “Congratulations, you scammed the most grandmas today—you win Employee of the Month!” That’s not just evil, it’s the kind of thing that should earn you a permanent bunk bed in a tiny jail cell. And using Uber drivers to pick up cash? Please. The only thing Uber should be picking up is takeout and slightly tipsy people at 11 p.m.—not Grandma’s retirement savings. Some of These Scams Are Coming From Inside Canada Here's where this story hits close to home. While we might imagine these scams operating from some far-off location, some of the biggest operations have been running right here in Canada. In March 2025, Montreal police arrested 23 people connected to a massive network that allegedly defrauded seniors across 40 U.S. states of $30 million over three years. The suspected ringleader, Montreal developer Gareth West, allegedly ran call centers from Quebec properties and laundered the proceeds into luxury real estate. West remains at large, proving that sometimes the worst criminals are hiding in plain sight in Canadian suburbs. The Canadian Reality Check According to the Canadian Anti-Fraud Centre, emergency or 'grandparent scams' have become one of the fastest-growing crimes targeting seniors in Canada, with reported losses rising from $2.4 million in 2021 to over $11.3 million in 2023. Here's where it gets even more interesting. Those figures are just the losses for gradparent fraud that are reported – experts estimate the true losses are at least ten times higher since only 5-10% of fraud victims come forward. Let that sink in: we could be looking at over $100 million in actual losses annually in Canada alone. Here’s the part that really stings: no one is exempt. Not me, not you, not even that friend who insists they “don’t answer unknown numbers.” (Sure, Jan. We all know you still pick up when it says “potential spam.”) This isn’t just about losing money—it’s about losing confidence. The shame, the self-doubt, and the “How could I fall for that?” spiral are often worse than the financial loss. I’ve seen strong, capable people withdraw after being scammed, too embarrassed to tell their own families. And honestly—I get the same chill when I read these stories: Would I have caught it in time? It’s a reminder that vigilance is like flossing—we all know we should do it daily, and yet… sometimes we forget until it hurts. Supporting an Elder Who’s Been Scammed Here’s where we need to step up as families and communities Practical Support: • Help them file a report with the police and the Canadian Anti-Fraud Centre. • Contact their bank to determine if the funds can be recovered. • Lock down social media and adjust privacy settings so future scammers have less ammunition. Emotional Support: • Listen without judgment. Don’t say, “I would never have fallen for that.” (Trust me—you might.) or “you know better, Granddad”. • Normalize the experience: this can happen to anyone. If AI can clone voices and manipulate emotions, it’s not about intelligence—it’s about being human. • Follow up regularly. Shame makes people pull back, so check in to ensure they’re not withdrawing or losing confidence. Your Family’s Fraud Fighting Toolkit Look, I've spent over 30 years in the financial industry, and I can tell you that preventing fraud is always easier than recovering from it. Here's your family's defence strategy: The P-A-U-S-E Method Pause – Don't act immediately, no matter how urgent the request sounds. Ask questions only family members would immediately know ("What's Mom's maiden name?") Use known phone numbers to call your grandchild directly and verify information Set up systems to protect family members (like a secret family password) Explain to others – share this information widely with all family members Know the Red Flags • Demands for immediate action (real emergencies allow verification time) • Requests for secrecy ("Don't tell Mom and Dad!") • Payment via courier, rideshare, wire transfer, or cryptocurrency • Emotional manipulation ("I'm so scared, Grandma!") • Any request for cash payment to resolve legal issues Family Password System Set up a secret word or phrase that only your family knows. Make it something memorable but not guessable from social media. "Fluffy" (your childhood dog) is better than a pet name you posted on a recent social media post. What to Do If You're Targeted Stop. Don't. Send. Money. Instead: • Hang up immediately • Call your local police to file a report • Report to the Canadian Anti-Fraud Centre: 1-888-495-8501 or visit antifraudcentre-centreantifraude.ca • If you've already sent money, contact your bank immediately • Tell other family members what happened – you're not the only target These criminals exploit the most powerful human emotions: love, fear, and the desire to protect our families. They've turned grandparents' natural instinct to help their grandchildren into a multi-million-dollar crime operation. But here's what they're banking on (pun intended): that we'll be too embarrassed to talk about it, too confused to verify it, and too panicked to think clearly. Don't give them that satisfaction. Remember, the average age of victims in the Boston case was 84. These aren't people who have time to recover from financial mistakes. Every dollar stolen from a senior is a dollar that won't be there for healthcare, housing, or basic dignity in their final years. We Can Fight Back Knowledge is power, and conversation offers protection. The more we discuss these scams openly – around dinner tables, in community centres, at family gatherings – the more we hinder these criminals from succeeding. Share this post with the seniors in your life. Not because they're naive, but because they're caring. And because caring people deserve to know how heartless criminals are trying to exploit their love. What is your family doing to protect against fraud? What are your strategies and ideas for keeping our loved ones safe? I’m also particularly interested in what financial institutions and various government agencies are doing these days to combat fraud and protect this vulnerable group. As I research this topic more, I’d love to hear from you. Remember: Real grandchildren in genuine emergencies can wait five minutes for you to confirm who you're talking to. Scammers can't. Helpful Resources: • Canadian Anti-Fraud Centre: 1-888-495-8501 • Report online: antifraudcentre-centreantifraude.ca • For more retirement security tips, visit retirewithequity.ca Stay safe. Don't Retire - Rewire! Sue
New autism and disability training at Aston University aims to close gaps in healthcare
Aston University is leading a national shift in healthcare education with the rollout of Tier 1 of the Oliver McGowan Mandatory Training (OMMT) — a pioneering initiative developed by NHS England to improve support for individuals with autism and learning disabilities. Oliver McGowan was an 18-year-old with autism and learning disabilities who died in 2016 after a bad reaction to medication for epileptic seizures, which both he and his parents had requested should not be given after a previous bad reaction. Oliver's death was ruled 'avoidable' and revealed serious gaps in training for medical professionals caring for those with autism and learning difficulties. Oliver's mother Paula set up a foundation to campaign for appropriate training, and in 2022, an UK act of parliament mandated learning disability and autism training for all healthcare staff registered with the Care Quality Commission (CQC). This is now being introduced. The evaluation of the project at Aston University is being led by Dr Amreen Bashir, senior lecturer in biomedical science, in close collaboration with Dr Mary Drozd, senior teaching fellow in nursing and Dr Jayne Murphy, associate professorial teaching fellow in nursing. Aston is one of the first universities in the UK to implement this training across undergraduate healthcare programmes, including Nursing, Biomedical Science, Pharmacy, Optometry, and Physician Associate Studies. “Our students not only gained new knowledge, but they were vocal about the importance of this training staying in the curriculum permanently,” said Dr. Bashir. Student feedback highlights the transformative impact of the training: “I will use the training to ensure the patient care I provide is accommodating to people with special needs and will offer reasonable adjustments when needed. I understand autism and learning difficulties are not like other disabilities which are commonly physically noticed and that they may me hidden.” “The most useful aspect of the Oliver McGowan training is its focus on real-life experiences shared by individuals with autism and learning disabilities. These personal insights help to contextualise the challenges they face, making the training relatable and impactful.” “It opened my eyes as to how even within people who are practising and have already been working in clinical settings lack the understanding on how to care and approach those with autism and/or learning disabilities. It shouldn’t have got to a stage where what happened with Oliver happened and I am glad I have had this training so that I know what I can do as a healthcare professional in these situations. My previous job as a support worker also helped as I worked with service users who had autism and learning disabilities as well as physical disabilities and so this training assisted the knowledge I had already gained.” Measuring the impact A total of 176 students completed the pre-intervention survey and 94 students completed the survey post-OMMT. Participants were drawn from Nursing, Biomedical Science, Physician Associate Practice, Optometry, and Pharmacy at Aston University. How the training works Tier 1 of the OMMT consists of two parts: a 90-minute e-learning session completed independently, followed by a one-hour live interactive webinar co-facilitated by trained professionals and experts by experience. This format allows for reflective discussion and a deeper understanding of autism and learning disabilities through real-world perspectives. Post-training surveys measured changes in knowledge, attitudes, and perceptions. Early results Students showed significantly improved understanding of autism and learning disabilities, as well as greater sensitivity toward tailoring communication to individual needs. The training also identified critical areas for further attention, such as the role of ethnicity in healthcare access and the impact of silent conditions like constipation, which can go undetected and lead to preventable harm. The findings will be presented at the upcoming 'Horizons in STEM' higher education conference, which is being hosted at Aston University, with a manuscript currently in preparation for peer-reviewed publication. By embedding OMMT into its core curricula, Aston University is setting a benchmark for inclusive healthcare education across the UK. To follow this research or explore collaboration on the OMMT initiative, contact: Dr Amreen Bashir – a.bashir6@aston.ac.uk Dr Mary Drozd – m.drozd@aston.ac.uk Dr Jayne Murphy – j.murphy5@aston.ac.uk
Colorado wildfires will have severe mental health impact on residents and firefighters
The historic wildfire season in Colorado includes some of the largest in its history, leading to firefighter burnout and resource shortages. University of Delaware epidemiologist Jennifer Horney says that first responders, as well as Colorado residents, will be at risk for both physical and mental health impacts of the fires. "The fires, and the expected flash floods and mud slides to follow, will also be a test of a reduced focus on, and investment in, federal disaster response and hazard mitigation," said Horney, professor and director of UD's epidemiology program. In addition to research on the impacts of natural disasters on public health, Horney also studies linkages between disaster planning and the actions communities and individuals take to prepare, respond and recover. To set up an interview, visit her ExpertFile profile and click on the "contact" button. Reporters can also email MediaRelations@udel.edu.
MEDIA RELEASE: Nearly All Manitoba Parents Report Unsafe Driving in School Zones, CAA Study Finds.
With the new school year days away, CAA Manitoba (CAA MB) is releasing new findings on school zone safety. A recent survey found that nearly all (90 per cent) Manitoba parents and guardians have reported unsafe driving behaviours in their school zone. As a result, most parents (62 per cent) consider their child’s school zone very unsafe. “Every parent wants to see their child to and from school safely,” says Ewald Friesen, manager, government & community Relations for CAA Manitoba. “Driving dangerously in areas where vulnerable road users are active such as children, always presents heightened road safety concerns.” Parents call for greater safety precautions in school zones According to the data, parents cited speeding, drivers blocking school bus zones and distracted driving as the most dangerous driving behaviours they witnessed in their school zone. The study also found that 43 per cent of parents choose to drive their kids to school over walking, cycling or taking a school bus, contributing to the increase in vehicle traffic in these areas. “This is an eight per cent increase in parents driving their children compared to our last survey in 2023,” says Friesen. “Parents stated their reasons for driving their children included convenience and distance between home and school, but the most concerning answer was because of traffic safety concerns.” Most Manitoba parents favour greater safety precautions in school zones, including lower speed limits, enhanced infrastructure, improved enforcement and education. The data shows that the majority of parents (83 per cent) support reducing speed limits in school zones during the school year, a common practice in the province. A majority of parents also believe that automated speed enforcement (ASE) is an effective deterrent to speeding in school zones, while recognizing there are other tools, including speed bumps and digital speed detection signs, as effective ways to slow drivers around their child’s school. CAA Manitoba is encouraging motorists to make responsible driving choices to protect children as they travel to and from school. CAA Manitoba has the following tips when travelling in school zones: Help reduce traffic with active school travel: Encourage your kids to walk or wheel to school to ease traffic congestion. If your school is a further distance, CAA MB encourages parents and guardians to park a block away and walk to school to reduce the volume of vehicles and improve sightlines. Put away distractions: It’s important to put away distractions such as phones and be extra attentive in school zones for both motorists and pedestrians. Slow down: Know and respect the speed limit in your neighbourhood’s school zones. Give yourself plenty of time to drop off your kids at school to avoid rushing. Choose a safe spot to drop off and pick up your children from school: Follow your school’s rules and avoid double parking or stopping on crosswalks, dropping off or picking up your kids on the opposite side of the street, and stopping in moving traffic as kids rush out. Instead, use the designated drop-off areas or consider a spot a bit farther away from school that is easily accessible and safe. Make eye contact with pedestrians: With the excitement of going back to school, anticipate that children may not easily see or hear your moving vehicle, so make eye contact with pedestrians crossing the road. Stop for school buses: Never pass a stopped school bus with an activated stop arm and flashing red lights as children get on and off the bus. Passing a school bus as it loads and unloads children – not only is this dangerous, but it’s also illegal. Watch for CAA School Safety Patrollers: When travelling through school zones, watch for CAA School Safety Patrollers in their lime green safety vests, as they play an important role in ensuring the roadway is safe before kids cross on their own. Visit schoolpatrolmanitoba.com for more information. CAA supports safety in school zones through the CAA School Safety Patrol® program. The program was developed to protect, educate and empower elementary school children on safe road-crossing practices. For more school zone safety tips, visit caamanitoba.com/schoolzonesafety. The online survey was conducted by DIG Insights in May 2025, with 516 Manitoba parents/guardians with children attending school from kindergarten to grade 8. Based on the sample size of n=516 and with a confidence level of 95 per cent, the margin of error for this research is +/- 3%.)
New findings from CAA South Central Ontario (CAA SCO) show that parents believe that school zone congestion is increasing. Eight in 10 Ontario parents report traffic buildup during both drop-off (81 per cent) and pick-up (84 per cent) times. These numbers are up from 77 per cent and 79 per cent in 2024, respectively. “Every parent wants to see their child get to school safely, and an increase in vehicle traffic in these areas can pose a serious safety risk to young road users,” says Lauren Fisher, manager, government relations for CAA SCO. “Our survey reveals that parents are choosing to drive their kids to school because of the distance between home and school, convenience and traffic safety concerns.” Parents Support Stricter School Zone Safety Measures A majority of parents (83 per cent) have reported seeing unsafe driving behaviours in their child’s school zone – up three per cent from 2024. As a result, most parents (63 per cent) consider their child’s school zone very unsafe, a number that has climbed since 2023 (55 per cent). “Speeding, stopping in undesignated areas and double parking are all commonly reported unsafe driving behaviours parents see in their child’s school zones,” says Fisher. “To help deal with that, most parents are in favour of increasing safety precautions in school zones, including improved enforcement and penalties.” Most parents are in favour of reducing the speed limit in school zones, with nearly half considering 30km/h as the most appropriate speed in these areas. Many parents also believe that automated speed enforcement (ASE) effectively deters speeding in school zones. With the new school year just days away, CAA SCO encourages motorists to make responsible driving choices to protect children as they travel to, from and around school. CAA SCO has the following tips when travelling in school zones: Help reduce traffic with active school travel: Encourage your kids to walk or wheel to school to ease traffic congestion. If your school is a further distance, CAA SCO encourages parents and guardians to park a block away and walk to school to reduce the volume of vehicles and improve sightlines. Put away distractions: It’s essential to put away distractions such as phones and be extra attentive in school zones, for both motorists and pedestrians. Slow down: Know and respect the speed limit in your neighbourhood’s school zones. Give yourself plenty of time to drop off your kids at school to avoid rushing. Choose a safe spot to drop off and pick up your children from school: Follow your school’s rules and avoid double parking or stopping on crosswalks, dropping off or picking up your kids on the opposite side of the street, and stopping in moving traffic as kids rush out. Instead, use the designated drop-off areas or consider a spot a bit farther away from school that is easily accessible and safe. Make eye contact with pedestrians: With the excitement of going back to school, anticipate that children may not easily see or hear your moving vehicle, so ensure to make eye contact with pedestrians crossing the road. Stop for school buses: Never pass a stopped school bus with an activated stop arm and flashing red lights as children get on and off the bus. Passing a school bus as it loads and unloads children – not only is this dangerous, but it’s also illegal. Watch for CAA School Safety Patrollers: When travelling through school zones, watch for CAA School Safety Patrollers in their lime green safety vests, as they play an important role in ensuring the roadway is safe before kids cross on their own. Visit caaschoolsafetypatrol.com for more information. For more school zone safety tips, visit caasco.com/schoolzone. CAA supports safety in school zones through the CAA School Safety Patrol® program, developed to protect and educate elementary school children on safe road-crossing practices. CAA’s Ontario Road Safety Resource is a toolkit with valuable lesson plans for teachers to help educate students about road safety. To learn more, please visit www.caasco.com/schoolzone. The online survey was conducted by DIG Insights in May 2025, with 1,511 Ontario parents/guardians with children attending school from kindergarten to grade 8. Based on the sample size of n=1,511 and with a confidence level of 95 per cent, the margin of error for this research is +/- 2%.)
As Trump rolls back regulations, this expert examines the costs of compliance
President Donald Trump has signaled a push to scale back federal regulation across a wide range of industries, reigniting a national debate over the costs and benefits of government rules. For Joseph Kalmenovitz, an assistant professor of finance at the University of Rochester’s Simon Business School who studies the economics of regulation, the moment underscores the importance of understanding not just what regulations do — but how much they cost. Kalmenovitz, who combines legal training with cutting-edge empirical methods, has developed innovative ways to measure regulatory intensity. His research shows how compliance requirements translate into millions of additional hours of paperwork for firms — costs that often fall outside public view. A recent Bloomberg Law article cited his work in explaining how Wall Street alone devotes an estimated 51 million extra hours each year to compliance since the Great Financial Crisis. Beyond tallying hours, Kalmenovitz’s studies also explore how overlapping rules across agencies — what he calls “regulatory fragmentation” — can stifle productivity, profitability, and growth, especially for smaller firms. His long-term aim is to provide evidence-based insights that can guide smarter rulemaking in Washington. “The dream is that people will take insights from my work and use them to improve the way regulation is conceived,” he told Simon Business Magazine. Kalmenovitz is a leading voice in translating data into meaningful insights about the hidden costs and design of regulation whose work has been published in the Journal of Finance, the Review of Financial Studies, Management Science, and the Journal of Law and Economics. He is available for interviews and can be contacted through his profile.
Play, Learn, Lead: How Aston’s Gamification-Driven MBA Is Redefining Business Learning
Professor Helen Higson OBE of Aston Business School, discusses why gamification is embedded in all of the School's postgraduate portfolio of degrees Give the students something to do, not something to learn; and the doing is of such a nature as to demand thinking; learning naturally results. (attributed to John Dewey, US educational psychologist (1859-1952) Imagine you’re the CEO of a cutting-edge robotics firm in 2031, making high-stakes decisions on R&D, marketing and finance; one misstep and your virtual company could collapse. You win, lose, adapt, and grow. This isn’t a case study, it’s your classroom experience at Aston Business School in Birmingham. Imagine you’re participating in Europe’s biggest MBA tournament, the University Business Challenge, where your strategic flair and financial acumen will be tested against the continent’s sharpest minds. Then you’re solving real-world sustainability crises in the Accounting for Sustainability Case Competition, crafting solutions that could be showcased in Canada. What if you could do all this from your classroom seat, armed with only your MBA learnings, teamwork and the thrill of gamified learning. At Aston, we believe the best way to master business is by doing business. That’s why we’ve embedded active learning through games, simulations, and competitions across all our postgraduate programs. The results? Higher engagement, deeper learning, and students who graduate with confidence and real-world skills. Research says gamified learning boosts motivation, lowers stress, and helps students adopt new habits for lifelong success. As educational researchers Kirillov et al. (2016) found, “Gamification creates the right conditions for student motivation, reduces stress, and promotes the adoption of learning material—shaping new habits and behaviours.” This has led to what Wiggins (2016), calls the “repackaging of traditional instructional strategies”. In Aston Business Sschool we have long embraced this approach as a way of increasing student outcomes and stimulating more student engagement in their learning. Our Centre for Gamification in Education (A-GamE), launched in 2018, is dedicated to advancing innovative teaching methods. We run regular seminars with internal and external speakers showcasing gamification adoption, design and research and we use these techniques across the ABS in a wide range of disciplines. (We have included two examples of this work in our list of references.) Furthermore, in 2021 we published a book which outlines the diverse ways in which we use these methods (Elliott et al. 2021). Subsequently, during 2024 we redesigned all our postgraduate portfolio of degrees, and as part of this initiative games and simulations were embedded across all programmes. Why Gamification Works Through simulations like BISSIM, students step into executive roles, steering futuristic companies through the twists and turns of a dynamic marketplace. A flagship programme running since 1981, BISSIM was developed in collaboration between academics from ABS and Warwick Business School, and every decision on R&D, marketing, or HR has real consequences as teams battle each other for the top spot. After each year of trading the results are input into the computer model. The results are then generated for each company in the form of financial reports, KPIs and other non-financial results and messages. Each team’s results are affected by their own decisions and the competitive actions of the other teams, as well as the market that they all influence. This year one of our academics, Matt Davies, has been awarded an Innovation Fellowship further to commercialise the game. Competitions with Global Impact We also encourage students to take part in national and international competitions which have the same effect of developing their engagement with real-life business problems on a global scale. Beyond the classroom, Aston students represent the university in major competitions like the University Business Challenge (in which ABS had the highest number of UK teams this year) and the Accounting for Sustainability (A4S) Case Competition, for which we are an “anchor business school”. Here, theory gets stress-tested against real-world scenarios and top talent from around the globe. The result? Award-winning teams, global experience, and friendships built under pressure. At the heart of this approach is Aston’s Centre for Gamification (A-GamE), dedicated to making learning interactive, motivating, and fun. Regular seminars, fresh research, and close ties to industry keep the curriculum evolving and relevant, so students graduate ready to lead, adapt, and thrive in any business environment. Why does it matter? In a volatile, fast-paced economy, employers appreciate agility, teamwork and decisiveness. At Aston, every simulation and competition is geared towards sharpening these skills. Graduates emerge not only knowledgeable, but prepared for the job market. Engagement Our students have been embracing these opportunities. Six MBA/Msc teams developed their A4S videos, hoping to reach the final in Canada early in 2025, and three teams out of nine reached the national UBC finals. Additionally, the BISSEM simulation has just finished inspiring another group of MBA students (particularly as the prize for the winning team was tickets to a game at our local Aston Villa premiership football (soccer) club, currently riding high in the league!). Typical feedback from non-Finance specialists is that they suddenly surprised themselves during their participation in the simulation and were reconsidering the options of taking a career in Finance. It seems that our original purposes have been met – increased confidence, passion, deep learning and engagement have been achieved. To interivew Professor Higson, contact Nicola Jones, Press and Communications Manager, on (+44) 7825 342091 or email: n.jones6@aston.ac.uk Elliott, C., Guest, J. and Vettraino, E. (editors) (2021), Games, Simulations and Playful Learning in Business Education, Edward Elgar. Kirillov, A. V., Vinichenko, M. V., Melnichuk, A. V., Melnichuk, Y. A., and Vinogradova, M. V. (2016), ‘Improvement in the Learning Environment through Gamification of the Educational Process’, International Electronic Journal of Mathematics Education, 11(7), pp. 2071-2085. Olczak, M, Guest, J. and Riegler, R. (2022), ‘The Use of Robotic Players in Online Games’, in Conference Proceedings, Chartered Association of Business Schools, LTSE Conference, Belfast, 24 May 2022, p. 79-81. Wiggins, B. E. (2016), ‘An Overview and Study on the Use of Games, Simulations, and Gamification in Higher Education’, International Journal of Game-Based Learning (IJGBL), 6(1), 18-29. https://doi.org/10.4018/IJGBL.2016010102
The Commonwealth Cyber Initiative’s (CCI) Northern Virginia Node recently awarded a $75,000 grant to Supriyo Bandyopadhyay, Ph.D., professor in the Department of Electrical and Computer Engineering at the Virginia Commonwealth University (VCU) College of Engineering, to develop an ultra-subwavelength microwave polarization switch for secure communication. The one-year grant comes through the Cyber Acceleration, Translation and Advanced Prototyping for University Linked Technology (CATAPULT) Fund. It supports Bandyopadhyay’s project, “An ultra-subwavelength microwave polarization switch for secure communication,” which develops a nanomagnet-based antenna integrated with a piezoelectric component. This system can switch the polarization of electromagnetic beams at specific microwave frequencies to enable secret communication between two points without traditional encryption methods. “Secret communication sheds the need for encryption,” Bandyopadhyay said. “Any cryptography can be broken, but this scheme does not use cryptography for secret communication and does not suffer from this vulnerability. It is also entirely based on hardware and cannot be hacked.” The technology offers significant benefits for banking, healthcare and government communications where data security is critical because a hardware-based approach makes it immune to software hacking. Another result of the research is antenna miniaturization, with antenna sizes several orders of magnitude smaller than the radiated wavelength. This addresses limitations in algorithms, physical size and power requirements that current secure communication systems face. Bandyopadhyay is collaborating with two researchers from the Department of Electrical and Computer Engineering at Virginia Tech and Erdem Topsakal, Ph.D., senior associate dean for strategic initiatives and professor in the Department of Electrical and Computer Engineering at VCU. Students involved in the project will be trained in antenna engineering, microwaves and communication engineering, gaining skills increasingly vital in today’s connected world.
Are GCSEs delivering for students and society?
Ahead of the GCSEs results being released on Thursday 21 August Aston University work psychologist, Dr Paul Jones, discusses whether the exams are fit for purpose. He believes that our exam system narrows thinking, and GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently. Exams are harming wellbeing GCSEs were designed in the 1980s, when many left education at 16. Today, almost all young people continue to 18, yet they still face a stressful halfway checkpoint that often does more harm than good. Research shows GCSEs are linked to anxiety, sleeplessness and even self-harm. This isn’t about students being “less resilient”, t’s about a system that has prioritised bureaucracy, league tables, and exam statistics over wellbeing. GCSEs don’t prepare students for life Exams reward the ability to memorise and recall under pressure, but the world beyond school demands much more. Employers and universities want young people who can think critically, manage their own learning, collaborate, and adapt. By the time many reach university, students are burnt out from years of high-stakes testing. They often struggle with independence, risk-taking, and curiosity, the very qualities they need to succeed. Over-assessment stifles innovation Our exam system narrows thinking. GCSEs emphasise “right answers” and rote recall, creating risk-averse learners who are afraid to fail or think differently. Innovation, however, requires psychological safety: the freedom to explore, experiment, and make mistakes. In a world where AI can already handle routine tasks like recall and pattern analysis, the human edge lies in breaking moulds, challenging assumptions, and combining knowledge in new ways. Our current system suppresses exactly those skills. Moving GCSEs into the future We need fewer, smarter assessments and a curriculum that builds creativity, resilience, and innovation. Other countries use project-based learning, portfolios, and sampling tests to capture what young people can really do. Wales is already embedding wellbeing and digital skills into its new curriculum. England risks being left behind if it continues to cling to an exam-heavy model designed for a different era. The bottom line Our young people deserve an education that prepares them for life, not just for exams. We should be measuring what really matters: wellbeing, creativity, and the ability to thrive in a fast-changing, AI-driven world. To speak to Dr Jones or for any media inquiries in relation to this please contact Nicola Jones, Press and Communications Manager, Aston University on (+44) 7825 342091 or email: n.jones6@aston.ac.uk
4 out of 5 US Troops Surveyed Understand the Duty to Disobey Illegal Orders
This article is republished from The Conversation under a Creative Commons license. Read the original article here. With his Aug. 11, 2025, announcement that he was sending the National Guard – along with federal law enforcement – into Washington, D.C. to fight crime, President Donald Trump edged U.S. troops closer to the kind of military-civilian confrontations that can cross ethical and legal lines. Indeed, since Trump returned to office, many of his actions have alarmed international human rights observers. His administration has deported immigrants without due process, held detainees in inhumane conditions, threatened the forcible removal of Palestinians from the Gaza Strip and deployed both the National Guard and federal military troops to Los Angeles to quell largely peaceful protests. When a sitting commander in chief authorizes acts like these, which many assert are clear violations of the law, men and women in uniform face an ethical dilemma: How should they respond to an order they believe is illegal? The question may already be affecting troop morale. “The moral injuries of this operation, I think, will be enduring,” a National Guard member who had been deployed to quell public unrest over immigration arrests in Los Angeles told The New York Times. “This is not what the military of our country was designed to do, at all.” Troops who are ordered to do something illegal are put in a bind – so much so that some argue that troops themselves are harmed when given such orders. They are not trained in legal nuances, and they are conditioned to obey. Yet if they obey “manifestly unlawful” orders, they can be prosecuted. Some analysts fear that U.S. troops are ill-equipped to recognize this threshold. We are scholars of international relations and international law. We conducted survey research at the University of Massachusetts Amherst’s Human Security Lab and discovered that many service members do understand the distinction between legal and illegal orders, the duty to disobey certain orders, and when they should do so. Compelled to disobey U.S. service members take an oath to uphold the Constitution. In addition, under Article 92 of the Uniform Code of Military Justice and the U.S. Manual for Courts-Martial, service members must obey lawful orders and disobey unlawful orders. Unlawful orders are those that clearly violate the U.S. Constitution, international human rights standards or the Geneva Conventions. Service members who follow an illegal order can be held liable and court-martialed or subject to prosecution by international tribunals. Following orders from a superior is no defense. Our poll, fielded between June 13 and June 30, 2025, shows that service members understand these rules. Of the 818 active-duty troops we surveyed, just 9% stated that they would “obey any order.” Only 9% “didn’t know,” and only 2% had “no comment.” When asked to describe unlawful orders in their own words, about 25% of respondents wrote about their duty to disobey orders that were “obviously wrong,” “obviously criminal” or “obviously unconstitutional.” Another 8% spoke of immoral orders. One respondent wrote that “orders that clearly break international law, such as targeting non-combatants, are not just illegal — they’re immoral. As military personnel, we have a duty to uphold the law and refuse commands that betray that duty.” Just over 40% of respondents listed specific examples of orders they would feel compelled to disobey. The most common unprompted response, cited by 26% of those surveyed, was “harming civilians,” while another 15% of respondents gave a variety of other examples of violations of duty and law, such as “torturing prisoners” and “harming U.S. troops.” One wrote that “an order would be obviously unlawful if it involved harming civilians, using torture, targeting people based on identity, or punishing others without legal process.” Soldiers, not lawyers But the open-ended answers pointed to another struggle troops face: Some no longer trust U.S. law as useful guidance. Writing in their own words about how they would know an illegal order when they saw it, more troops emphasized international law as a standard of illegality than emphasized U.S. law. Others implied that acts that are illegal under international law might become legal in the U.S. “Trump will issue illegal orders,” wrote one respondent. “The new laws will allow it,” wrote another. A third wrote, “We are not required to obey such laws.” Several emphasized the U.S. political situation directly in their remarks, stating they’d disobey “oppression or harming U.S. civilians that clearly goes against the Constitution” or an order for “use of the military to carry out deportations.” Still, the percentage of respondents who said they would disobey specific orders – such as torture – is lower than the percentage of respondents who recognized the responsibility to disobey in general. This is not surprising: Troops are trained to obey and face numerous social, psychological and institutional pressures to do so. By contrast, most troops receive relatively little training in the laws of war or human rights law. Political scientists have found, however, that having information on international law affects attitudes about the use of force among the general public. It can also affect decision-making by military personnel. This finding was also borne out in our survey. When we explicitly reminded troops that shooting civilians was a violation of international law, their willingness to disobey increased 8 percentage points. Drawing the line As my research with another scholar showed in 2020, even thinking about law and morality can make a difference in opposition to certain war crimes. The preliminary results from our survey led to a similar conclusion. Troops who answered questions on “manifestly unlawful orders” before they were asked questions on specific scenarios were much more likely to say they would refuse those specific illegal orders. When asked if they would follow an order to drop a nuclear bomb on a civilian city, for example, 69% of troops who received that question first said they would obey the order. But when the respondents were asked to think about and comment on the duty to disobey unlawful orders before being asked if they would follow the order to bomb, the percentage who would obey the order dropped 13 points to 56%. While many troops said they might obey questionable orders, the large number who would not is remarkable. Military culture makes disobedience difficult: Soldiers can be court-martialed for obeying an unlawful order, or for disobeying a lawful one. Yet between one-third to half of the U.S. troops we surveyed would be willing to disobey if ordered to shoot or starve civilians, torture prisoners or drop a nuclear bomb on a city. The service members described the methods they would use. Some would confront their superiors directly. Others imagined indirect methods: asking questions, creating diversions, going AWOL, “becoming violently ill.” Criminologist Eva Whitehead researched actual cases of troop disobedience of illegal orders and found that when some troops disobey – even indirectly – others can more easily find the courage to do the same. Whitehead’s research showed that those who refuse to follow illegal or immoral orders are most effective when they stand up for their actions openly. The initial results of our survey – coupled with a recent spike in calls to the GI Rights Hotline – suggest American men and women in uniform don’t want to obey unlawful orders. Some are standing up loudly. Many are thinking ahead to what they might do if confronted with unlawful orders. And those we surveyed are looking for guidance from the Constitution and international law to determine where they may have to draw that line. Zahra Marashi, an undergraduate research assistant at the University of Massachusetts Amherst, contributed to the research for this article.
