No abstract

Many cities in the United States are pursuing agendas to implement ICT-based solutions to tackle urban challenges, thus achieving the 'smart city' label. While the discussion on this urban development paradigm has revolved around the intensive use of technologies, the academic literature increasingly calls for shifting the focus to the people living in the cities. This paper argues that to achieve a people-centered smart city, cities should include the perspectives of all the local stakeholders. Under this assumption, this paper provides the views of the local stakeholders in a medium-sized city in Tennessee, Chattanooga. Particularly, this study explores their perceived smart city concept, the ethical standards that should guide smart city projects, the desired future projects in their community, and the barriers to implementing them. The data was collected using a combination of participatory budgeting, five focus groups, and twenty-eight interviews with city dwellers, entrepreneurs, university faculty, non-profit members, and government officials. The results suggest that, far from the image of a highly technological city, the stakeholders' envision a city dedicated to improving the quality of life and environmental sustainability. Furthermore, to achieve this smart city, the projects need to be based on full transparency and the promotion of social inclusion. In contrast to the dominant trend towards the privatization of urban space, this study finds that the stakeholders prefer public based smart city projects such as ICT-based public transport services. However, its successful implementation will have to overcome the barriers caused by funding constraints, public acceptance, and political interests. Cities may use the results of this study to design more responsible smart city projects that strike an optimal point between citizen engagement and technological applications and innovations while supporting all stakeholders' needs.

This paper empirically explores the contribution and collaborative networks of public and private actors to cybersecurity provision in Spain. The article draws on data from three sources: policy and legal documents, a Delphi study with cybersecurity experts, and 34 interviews. Rooted in the theoretical underpinnings of nodal governance and anchored pluralism, the paper argues that the position of actors and public-private collaboration dynamics involved in cybersecurity governance can be understood through the analysis of capital exchange. Therefore, the study provides a list of the most relevant nodes for cybersecurity in Spain, assesses the capital they possess and how they exchange it through collaborative networks and explores the characteristics and barriers of these collaborative relationships. Analyses reveal that public organisations hold a preeminent position in cybersecurity governance despite large technology corporations’ greater economic and cultural capital. Remarkably, the paper identifies the central position of new public bodies in the network of cybersecurity nodes. Moreover, cultural barriers that are hindering public-private collaboration in Spain are identified. These results indicate that, despite the state’s difficulties in providing public solutions to cybersecurity challenges, Spain is an example of how governance can be anchored in public bodies through symbolic and social capital.

Making the work of security organizations known to school children is a means of mitigating feelings of insecurity provoked by the diffusion of information on terrorist attacks in communications media and through social media. Whilst there is a longer tradition of projects to educate school children on the police and the armed forces, no comparable projects have been found on the intelligence services. With the objective of filling this gap, the authors designed and produced two animated educational videos for Spanish school children on the Spanish intelligence service: The National Intelligence Center (CNI). In this paper, the impact of the videos is measured in relation to the knowledge, the stereotypes, and the attitudes of school children towards the CNI. To do so, two questionnaires were administered to 1,092 school children aged 8 and 12, before and after viewing the videos. The results of the questionnaire prior to screening the videos showed that the school children held no knowledge of the intelligence services, and expressed highly developed stereotypes, and moderately negative attitudes towards them. Student-t tests for related samples were used to confirm the responses, on the basis of which it was found that the videos modified both knowledge and stereotyping, as well as attitudes towards the CNI. Specifically, following the screenings the knowledge of the school children improved, stereotyping diminished, and positive attitudes increased. Dar a conocer a los escolares las organizaciones de seguridad es un medio para reducir la inseguridad generada por la difusión de los atentados terroristas en los medios de comunicación y redes sociales. Mientras que hay una mayor tradición en proyectos para educar a los escolares sobre la policía y los militares, no se han encontrado proyectos análogos sobre los servicios de inteligencia. Con el objetivo de suplir esta carencia, los autores diseñaron y produjeron dos vídeos animados educativos destinados a escolares españoles sobre el servicio de inteligencia español, el Centro Nacional de Inteligencia (CNI). Este artículo mide cuál es el impacto de los vídeos en el conocimiento, los estereotipos y las actitudes de los escolares hacia el CNI. Para ello, se aplicaron dos cuestionarios a 1.092 escolares de 8 a 16 años, antes y después de la visualización de los vídeos. Los resultados previos a la visualización mostraron un conocimiento nulo, alto grado de estereotipos y actitudes moderadamente negativas hacia los servicios de inteligencia. Se comprobaron las respuestas mediante pruebas T para muestras relacionadas, a partir de las cuales se obtuvo que los vídeos modificaban el conocimiento, los estereotipos y las actitudes hacia el CNI. Específicamente, tras la visualización mejoró el conocimiento de los escolares, disminuyó el grado de estereotipos y aumentaron las actitudes positivas.