Disruption and Public Policy Education Across Asia: The Fourth Industrial Revolution, the Climate Crisis, and Covid-19

The fourth industrial revolution (4IR) is transforming the skills and competencies needed to lead a successful working life. The climate crisis is threatening ways of life, and the Covid-19 pandemic has tested our social-economic systems. The work and training of public policy professionals is also changing as a result. How graduate and undergraduate learning is designed and delivered should adapt with pedagogies and content relevant to our changing world. This chapter details how public policy is transforming given the 4IR and the educational changes that can be implemented to deliver relevant, impactful public policy learning in Asia. Practitioners working in higher education across Asia can consider case study and simulation learning authentic to real-world scenarios and experiential learning to form professionals ready for the automated world's demands. The chapter provides practical advice for pedagogy and content shifts. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd. 2022.

The New Normal: Managing Virtual Work From a Human Resources Perspective

Human Resources jobs are becoming more and more challenging as the work dynamics are changing during the Fourth Industrial Revolution (4IR). The processes of organisations have improved, and machines have become more complicated, but the basic principles of organisational processes remain the same (Wang et al., Appl Psychol 70(1):16–59, 2021). In contrast, Human Resources is about dealing with people who are constantly changing in terms of behaviour, habits, thinking, or according to their circumstances, albeit personal or professional (Hembrom, HR Future:32–33, 2020). This makes organisational processes more difficult because, while managing and understanding people, their state of mind is more important when communicating with them (Bui, The roles of leaders in virtual working environment, 2020). Talking to people in person, Human Resources managers can view body language, facial expressions of the employee, among others, which is helpful during communication. However, with the COVID-19 pandemic where the workforce is mostly working virtually from home the situation is a bit more complicated. The turn of events in the 4IR during the COVID-19 pandemic has not been very encouraging for organisations and business being slow and layoffs across the world have brought new Human Resources challenges (Richter, Int J Inf Manage 55:102–107, 2020;Rosario, HR Future 2020(10):34–35, 2020). It could be contemplated that it is easier to communicate without paying attention to emotions. However, the impact it has on the employees and their families is immense. Human Resources, known for its empathetic attitude, understanding nature, for offering solace and support to the employees, is now no more than a robot, delivering messages without any feelings by Zoom or WhatsApp, based on a decision taken by the organisation. The aim of this chapter is to conceptualise a new dimension of Human Resources, where a change in strategy is required to manage virtual work in the ‘new normal'. Organisations may never return to the old ways of working. There might be a mix of both office and virtual work. For organisations that prefer to return to the ‘old normal' and do not allow for more flexible and virtual working practices, there is a very real risk that top talent will go elsewhere (Hubbard, Finweek, p 10. www.fin24.com/finweek, 2020;Waizenegger et al., Eur J Inf Syst 29(4):429–442, 2020). © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Mission as ‘being with' in the context of the COVID-19 pandemic in South Africa

This research investigated the impact measures (such as lockdowns) used to combat the spread of the coronavirus disease of 2019 (COVID-19) have on the church's mission. When people face travel and assembly restrictions, the church as a community of witnesses testifying and participating in Christ's work risks is being neutralised, and its presence weakened. What then does mission as ‘ being with ' look like in these situations? Is faithful presence something one can turn on and off at will depending on the situation? If faithful presence was no more, what then was the impact of such absence on the church's mission? These questions underscore the relevance of this research which sought to ascertain the impact the COVID-19 pandemic lockdown had on the church's mission. The crucial area this research sought to explore are the lessons from the COVID-19 lockdown that will help the church prepare for future pandemics which scientists say are inevitable. The research made use of a qualitative interview method to discover the meaning of ‘ being with' in the context of the COVID-19 lockdown. The results revealed six attributes of a missional church. Based on these attributes, the research recommends a seven-step process to prepare the church for possible future pandemics. Contribution: This research has provided the church with an opportunity to shift from being ‘inward-looking' to a church that is community focused, a church that prepares, trains and equips its adherents for the work of ministry in their own communities such that the work of ministry continues with or without gatherings.

Working Remotely in the New Normal: Towards a Conceptual Framework for Managing Employee Well-Being

The world of work is currently undergoing a revolution that will fundamentally change the way we live, work and relate to one another. Accelerated by the COVID-19 pandemic, the new normal compels organisations to move to digital modes which allow for remote work. HR scholars anticipate that the future will see more remote-friendly and digital work norms, which will influence employees' well-being. The question is, how should HR professionals manage employee well-being in the new normal? The purpose of this chapter is to contribute towards a conceptual framework for managing the well-being of knowledge workers in the new normal. It was achieved by conducting a systematic review of the existing literature on remote work, its effect on the well-being of knowledge workers and HR initiatives that organisations could adopt to organise and manage remote work in the future. The author anticipates that the conceptual framework will assist HR professionals in developing digital wellness interventions to manage the well-being of remote workers. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2022.

Tools Towards the Sustainability and Circularity of Data Centers.

We are living in an age when data centers are expanding, require abundant spaces, and are an integral part in the urban communities, using massive amounts of environmental resources, and remains in the foreseeable future as the primary driver of the global energy consumption. This demand is disruptive and at times of both peril and opportunity due to impacts such as the COVID-19 pandemic, which is altering the demand of digital infrastructure around the world. With the global call for zero carbon emissions, there needs to be solutions put in place for the de-carbonization of data centers. New innovations are made available, which will have an economic, social, and environmental impact on data centers. Concepts such as circular economy and fourth industrial revolution technologies are useful procedural tools that can be used to systematically analyze data centers, control their mining and critical raw materials, can be utilized in the transition towards a sustainable and circular data center, by objectively assessing the environmental and economic impacts, and evaluating alternative options. In this paper, we will look at the current research and practice, the impact on the United Nations Sustainable Development goals, and look at future strides being taken towards more sustainable and circular data centers. We had discovered that decreasing the environmental effect and energy consumption of data centers is not sufficient. When it comes to data center architecture, both embodied and operational emissions are critical. Data centers also have a vital societal role in our daily lives, enabling us to share data and freely communicate via social media, transacting on the blockchain with cryptocurrencies, free online education, and job creation. As a result, sustainability and efficiency measures have expanded in a variety of ways, including circularity and its associated tools, as well as newer technologies.

"Who could breathe without hope..." Shame and shaming 4.0 during COVID-19 and beyond

The aim of this text is to develop specific theses on the interrelation between shame and shaming in the face of the corona pandemic. It refers to global and diverse cultural contexts and, from the perspective of Positive Psychology 2.0, pays particular attention to the efforts made by individuals and collectives to constructively manage and transform this crisis. As pointed out by different scholars during the previous year, the crisis evolved an immense physical, mental, emotional, social and economic challenge and has contemporarily massive legal socio-economic, cultural, political and humanitarial consequences. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

The second wave positive psychology of shame in East and West in the age of the 4IR

This chapter highlights the importance of shame in the context of the 4IR, especially with respect to the threat of COVID-19. We pointed out the danger of shame-related cover-up, which may lead to more pandemics. We also emphasized the need for the framework of second wave positive psychology (PP 2.0) which embraces (1) the existential-spiritual perspective of transforming shame into personal growth and (2) the need to understand cultural difference between East and West in the experience and regulation of shame. In the age of COVID-19, the world suffered tragic losses of lives because of cover-ups and misinformation. Therefore, we propose that a sense of shame for violating the moral norm of speaking the truth and truthful international communications would be beneficial to humanity. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Re-envisioning the Education System for 4IR: Exploring the Experiences Faced by First Entering Students from Rural-based Institutions on the Use of Digital Learning during the Coronavirus Pandemic in Limpopo province, South Africa

The paper explores the experiences faced by first entering students from rural based institutions on the use of digital learning during the coronavirus pandemic in South Africa. The Coronavirus pandemic has uncovered the gross imbalances that are the legacies of apartheid and colonisation. The education system has and is still going through uncommon changes to acclimatise to the lockdown measures that disrupted physical classes. A participatory action research method was adopted. Data was collected from 10 first year students and 3 lecturers through WhatsApp. A critical theory underpinned the study. Through thematic data analysis, the paper unearthed that while the South African government is championing online teaching and learning in the country to evade challenges introduced with the outbreak of the Coronavirus pandemic, this mode excludes many first-year students from rural-based institutions. The paper recommends the need for a comprehensive methodology that caters for the lived realities of students.

Uitdagings en implikasies vir die implementering van selfgerigte leer tydens Covid-19 Challenges and implications for the implementation of self-directed learning during Covid-19

This article focuses on the influence of school closures due to Covid-19 and their impact on South Africa's future labour force (current school learners) and school stakeholders (such as teachers and parents, among others) - specifically the challenges and implications for self directed learning (SDL). Ensuring that we all stayed safe during the Covid-19 outbreak in 2020 came at a price. Not all parents are trained teachers;however, those who could teach their children at home had to take the place of a temporary teacher to facilitate teaching through various means of online applications and tools used by dedicated teachers as communication channels. Only some learners were fortunate to have available parents, dedicated teachers, and infrastructure (good connectivity and data) for electronic devices. That said, we provide a brief reflection on the impact of Covid-19 in terms of: i) the foundation that ought to be layed for basic education, ii) that only particular learners benefited from online learning, iii) parent involvement, iv) the importance of a teacher during online learning, v) the emotional development of learners and the trauma they experienced due to Covid-19 and vi) how learners were empowered before Covid-19 to survive a pandemic. SDL was used as the theoretical framework in this research. We adopted this theoretical framework to emphasise its critical role in preparing our future workforce and demonstrate how its absence or under-promotion in schools might result in delays similar to those seen during the Covid-19 lockdown school closures. We provide an in-depth discussion on the advantages of SDL for learners if promoted in the classroom. We further highlight that the key to SDL being an advantage depends on considering the type of learner, the type of teacher, and the learning environment. It is also emphasised that if SDL was not promoted in classrooms before the Covid-19 pandemic, learners could have experienced challenges during the lockdown that possibly affected their education. In other words, a learning environment void of SDL may promote traditional education and surface learning, among others. The impact of Covid-19 is discussed. Basic education serves as a building block for grades to which learners need to progress. Substantial problems that may be experienced for at least ten years (Van der Berg & Spaull, 2020) could emerge due to a long pause in childrens education during the Covid-19 pandemic when schools had to close for an undetermined period. It is not easy to catch up on the education that did not occur during the six months of school closure when a learner has been promoted to the next grade to progress with their peers. Parents who had to fulfil the role of temporary facilitators and mediators (between the teacher, technology, and the learner) could not completely take the place of the teacher, as most parents were not trained teachers, nor could they provide the school environment with which learners were familiar and needed for holistic development and stability. Moreover, only some parents could facilitate learning for their children, as only some homes were equipped with the necessary technology and infrastructure. Thus, not all learners benefited from online learning. In our view, reflecting on how learners were prepared before the Covid-19 pandemic is essential - specifically regarding their ability to think for themselves, formulating learning aims and opinions, working analytically with content, and drawing conclusions ( 4.3.1;5). These abilities, which can also be recognised as SDL principles, are deemed necessary during at-home learning.1 Rethinking education is required to guarantee that students are equipped for future pandemics and that significant gaps in their knowledge do not exist. Reflecting on education to achieve such goals may be accomplished with SDL via more learner-centred teaching techniques and augmented and assisted by technology. Furthermore, among other issues, we discuss the challenges that school stakeholders may experience because of school closures due to Covid-19, with specific reference to challenges that apply in this context. Some of these challenges include the desire and eagerness to learn and use technology to enhance teaching and learning. The preceding argument refers to lifelong learning and the promotion thereof in teacher training programmes. Moreover, another challenge is that, in 2021, learners had to be promoted to the next grade to progress with their peers. The implication is that they could not continue with the work they had stopped in 2020 and consequently had to start with new work for the particular grade to which they progressed. Learners who were disadvantaged before the Covid-19 outbreak could find themselves more disadvantaged with their return to school: they may find learning in the new grade problematic due to a weak or shallow foundation laid during the brief period they did attend formal education. The challenge is increased pressure on teachers to catch up on teaching and learning lost over and above the teaching and learning in the new grade. The need for a paradigm shift in education is underscored - in other words, recon-ceptualising education as a phenomenon beyond school walls, considering education as part and parcel of life. Specific reference was made to the importance of lifelong learning as an SDL skill that needs to be learned from an early age and fostered and promoted throughout life, as it can contribute to acquiring the required 21st-century skills needed to survive as part of the labour force in the 4IR. Moreover, it is vital to bridge any gaps between the curriculum and actual classroom practice related to the development of 21st-century skills. We suggest that curriculum pedagogy, teacher training, assessment and the labour market be aligned. To conclude, the implications of Covid-19 and school closures during this time for education practice are highlighted. For example, learners who need additional attention due to gaps in their education are attended to, whilst others who need less attention are neglected. Another implication is that teachers must become self-directed and skilled to use technology at advanced levels;otherwise, they may be replaced by new, better and more-skilled teachers. Additionally, for learners to be skilled to function at a level where they are self-directed, teachers need to adapt their teaching, learning and assessment practices to promote the following: i) critical thinking;ii) critical self-reflection on the learning process;iii) digital skills and the use of technology to enhance teaching and learning;iv) emotional intelligence;v) communication skills;vi) resilience;vii) adaptability;and viii) flexibility, among others. Furthermore, it is vital to highlight the non-empowerment of learners. Here, we refer to teaching methods in classrooms that do not enable learners to learn through technology and do not enable them to experiment, perform dramas, participate in role-play or debates, complete projects, or solve problems. Teaching learners in traditional ways do not promote SDL skills, making it difficult for learners to progress in their schoolwork inside and outside the classroom, especially when they must learn at home and get on with their schoolwork during a pandemic.

Challenges and implications for the implementation of self-directed learning during Covid-19.

This article focuses on the influence of school closures due to Covid-19 and their impact on South Africa’s future labour force (current school learners) and school stakeholders (such as teachers and parents, among others) – specifically the challenges and implications for selfdirected learning (SDL). Ensuring that we all stayed safe during the Covid-19 outbreak in 2020 came at a price. Not all parents are trained teachers;however, those who could teach their children at home had to take the place of a temporary teacher to facilitate teaching through various means of online applications and tools used by dedicated teachers as communication channels. Only some learners were fortunate to have available parents, dedicated teachers, and infrastructure (good connectivity and data) for electronic devices. That said, we provide a brief reflection on the impact of Covid-19 in terms of: i) the foundation that ought to be layed for basic education, ii) that only particular learners benefited from online learning, iii) parent involvement, iv) the importance of a teacher during online learning, v) the emotional development of learners and the trauma they experienced due to Covid-19 and vi) how learners were empowered before Covid-19 to survive a pandemic. SDL was used as the theoretical framework in this research. We adopted this theoretical framework to emphasise its critical role in preparing our future workforce and demonstrate how its absence or under-promotion in schools might result in delays similar to those seen during the Covid-19 lockdown school closures. We provide an in-depth discussion on the advantages of SDL for learners if promoted in the classroom. We further highlight that the key to SDL being an advantage depends on considering the type of learner, the type of teacher, and the learning environment. It is also emphasised that if SDL was not promoted in classrooms before the Covid-19 pandemic, learners could have experienced challenges during the lockdown that possibly affected their education. In other words, a learning environment void of SDL may promote traditional education and surface learning, among others. The impact of Covid-19 is discussed. Basic education serves as a building block for grades to which learners need to progress. Substantial problems that may be experienced for at least ten years (Van der Berg & Spaull, 2020) could emerge due to a long pause in children’s education during the Covid-19 pandemic when schools had to close for an undetermined period. It is not easy to catch up on the education that did not occur during the six months of school closure when a learner has been promoted to the next grade to progress with their peers. Parents who had to fulfil the role of temporary facilitators and mediators (between the teacher, technology, and the learner) could not completely take the place of the teacher, as most parents were not trained teachers, nor could they provide the school environment with which learners were familiar and needed for holistic development and stability. Moreover, only some parents could facilitate learning for their children, as only some homes were equipped with the necessary technology and infrastructure. Thus, not all learners benefited from online learning. In our view, reflecting on how learners were prepared before the Covid-19 pandemic is essential – specifically regarding their ability to think for themselves, formulating learning aims and opinions, working analytically with content, and drawing conclusions (§ 4.3.1;5). These abilities, which can also be recognised as SDL principles, are deemed necessary during at-home learning.1 Rethinking education is required to guarantee that students are equipped for future pandemics and that significant gaps in their knowledge do not exist. Reflecting on education to achieve such goals may be accomplished with SDL via more learner-centred teaching techniques and augmented and assisted by technology. Furthermore, among other issues, we discuss the challenges that school stakeholders may experience because of s hool closures due to Covid-19, with specific reference to challenges that apply in this context. Some of these challenges include the desire and eagerness to learn and use technology to enhance teaching and learning. The preceding argument refers to lifelong learning and the promotion thereof in teacher training programmes. Moreover, another challenge is that, in 2021, learners had to be promoted to the next grade to progress with their peers. The implication is that they could not continue with the work they had stopped in 2020 and consequently had to start with new work for the particular grade to which they progressed. Learners who were disadvantaged before the Covid-19 outbreak could find themselves more disadvantaged with their return to school: they may find learning in the new grade problematic due to a weak or shallow foundation laid during the brief period they did attend formal education. The challenge is increased pressure on teachers to catch up on teaching and learning lost over and above the teaching and learning in the new grade. The need for a paradigm shift in education is underscored – in other words, reconceptualising education as a phenomenon beyond school walls, considering education as part and parcel of life. Specific reference was made to the importance of lifelong learning as an SDL skill that needs to be learned from an early age and fostered and promoted throughout life, as it can contribute to acquiring the required 21st-century skills needed to survive as part of the labour force in the 4IR. Moreover, it is vital to bridge any gaps between the curriculum and actual classroom practice related to the development of 21st-century skills. We suggest that curriculum pedagogy, teacher training, assessment and the labour market be aligned. To conclude, the implications of Covid-19 and school closures during this time for education practice are highlighted. For example, learners who need additional attention due to gaps in their education are attended to, whilst others who need less attention are neglected. Another implication is that teachers must become self-directed and skilled to use technology at advanced levels;otherwise, they may be replaced by new, better and more-skilled teachers. Additionally, for learners to be skilled to function at a level where they are self-directed, teachers need to adapt their teaching, learning and assessment practices to promote the following: i) critical thinking;ii) critical self-reflection on the learning process;iii) digital skills and the use of technology to enhance teaching and learning;iv) emotional intelligence;v) communication skills;vi) resilience;vii) adaptability;and viii) flexibility, among others. Furthermore, it is vital to highlight the non-empowerment of learners. Here, we refer to teaching methods in classrooms that do not enable learners to learn through technology and do not enable them to experiment, perform dramas, participate in role-play or debates, complete projects, or solve problems. Teaching learners in traditional ways do not promote SDL skills, making it difficult for learners to progress in their schoolwork inside and outside the classroom, especially when they must learn at home and get on with their schoolwork during a pandemic. (English) [ FROM AUTHOR] Die hoofdoel van onderrig is om toekomstige selfgerigte burgers te ondersteun in die verkryging van ’n blink toekoms en om die nodige SGL-vaardighede te verskaf om in ’n loopbaan goed onderrig te word. Onderwys, per se, is ’n sleutel tot lewe, kennis, selfvertroue, selfrespek en selfgerigtheid. Verder stel onderwys individue in staat om selfgerig vir die lewe voor te berei. SGL is as teoretiese raamwerk gebruik om die sentraliteit daarvan in die voorbereiding van ons toekomstige arbeidsmag te onderstreep en om uit te lig dat die ontbreking en niebevordering daarvan in skole tot agterstande kan lei soos dié wat gedurende die Covid-19- afsonderingstydperk en gepaardgaande skoolsluitings te voorskyn gekom het. Daar word kortliks besin oor die impak van Covid-19 op die volgende: i) die grondslag wat vir basiese onderwys gelê word;ii) die voordeel wat sekere leerders uit aanlyn onderrig getrek het;iii) ouerbetrokkenheid, iv) die belangrikheid van ’n onderwyser tydens aanlyn leer;(v) die emosionele ontwikkeling van leerders en trauma wat weens Covid-19 opgedoen is;en (vi) hoe leerders vóór Covid-19 bemagtig is om ’n pandemie te oorleef. Verder word daar melding gemaak van die uitdagings wat leerders, onderwysers en ouers (onder andere) kan ervaar vanweë vermelde skoolsluitings, met spesifieke verwysing na die uitdagings van toepassing op die makro-, meso- en mikrovlak binne die skoolkonteks. Ons verwys ook in ’n uitvoerige bespreking na die impak van Covid-19 op leerders se voorbereiding vir die 21ste eeu en die Vierde Industriële Revolusie (4IR). Ter afsluiting word die implikasies van Covid-19 en skoolsluitings vir die onderwyspraktyk belig. (Afrikaans) [ FROM AUTHOR] Copyright of Tydskrif vir Geesteswetenskappe is the property of Suid-Afrikaanse Akademie vir Wetenskap & Kuns and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

Artificial intelligence (AI) library services innovative conceptual framework for the digital transformation of university education

Purpose: Artificial intelligence (AI) is one of the latest digital transformation (DT) technological trends the university library can use to provide library users with alternative educational services. AI can foster intelligent decisions for retrieving and sharing information for learning and research. However, extant literature confirms a low adoption rate by the university libraries in using AI to provide innovative alternative services, as this is missing in their strategic plan. The research develops (AI-LSICF) an artificial intelligence library services innovative conceptual framework to provide new insight into how AI technology can be used to deliver value-added innovative library services to achieve digital transformation. It will also encourage library and information professionals to adopt AI to complement effective service delivery. Design/methodology/approach: This study adopts a qualitative content analysis to investigate extant literature on how AI adoption fosters innovative services in various organisations. The study also used content analysis to generate possible solutions to aid AI service innovation and delivery in university libraries. Findings: This study uses its findings to develop an Artificial Intelligence Library Services Innovative Conceptual Framework (AI-LSICF) by integrating AI applications and functions into the digital transformation framework elements and discussed using a service innovation framework. Research limitations/implications: In research, AI-LSICF helps increase an understanding of AI by presenting new insights into how the university library can leverage technology to actualise innovation in service provision to foster DT. This trail will be valuable to scholars and academics interested in addressing the application pathways of AI library service innovation, which is still under-explored in digital transformation. Practical implications: In practice, AI-LSICF could reform the information industry from its traditional brands into a more applied and resolutely customer-driven organisation. This reformation will awaken awareness of how librarians and information professionals can leverage technology to catch up with digital transformation in this age of the fourth industrial revolution. Social implications: The enlightenment of AI-LSICF will motivate library professionals to take advantage of AI's potential to enhance their current business model and achieve a unique competitive advantage within their community. Originality/value: AI-LSICF development serves as a revelation, motivating university libraries and information professionals to consider AI in their strategic plan to enable technology to support university education. This act will enable alternative service delivery in the face of unforeseen circumstances like technological disruption and the present global COVID-19 pandemic that requires non-physical interaction. © 2022, Emerald Publishing Limited.

Cyber Physical Systems Dependability Using CPS-IOT Monitoring.

Recently, vast investments have been made worldwide in developing Cyber-Physical Systems (CPS) as solutions to key socio-economic challenges. The Internet-of-Things (IoT) has also enjoyed widespread adoption, mostly for its ability to add "sensing" and "actuation" capabilities to existing CPS infrastructures. However, attention must be paid to the impact of IoT protocols on the dependability of CPS infrastructures. We address the issues of CPS dependability by using an epidemic model of the underlying dynamics within the CPS' IoT subsystem (CPS-IoT) and an interference-aware routing reconfiguration. These help to efficiently monitor CPS infrastructure-avoiding routing oscillation, while improving its safety. The contributions of this paper are threefold. Firstly, a CPS orchestration model is proposed that relies upon: (i) Inbound surveillance and outbound actuation to improve dependability and (ii) a novel information diffusion model that uses epidemic states and diffusion sets to produce diffusion patterns across the CPS-IoT. Secondly, the proposed CPS orchestration model is numerically analysed to show its dependability for both sensitive and non-sensitive applications. Finally, a novel interference-aware clustering protocol called "INMP", which enables network reconfiguration through migration of nodes across clusters, is proposed. It is then bench-marked against prominent IoT protocols to assess its impact on the dependability of the CPS.