Content-Centric Networking at Internet Scale through The Integration of Name Resolution and Routing

We introduce CCN-RAMP (Routing to Anchors Matching Prefixes), a new approach to content-centric networking. CCN-RAMP offers all the advantages of the Named Data Networking (NDN) and Content-Centric Networking (CCNx) but eliminates the need to either use Pending Interest Tables (PIT) or lookup large Forwarding Information Bases (FIB) listing name prefixes in order to forward Interests. CCN-RAMP uses small forwarding tables listing anonymous sources of Interests and the locations of name prefixes. Such tables are immune to Interest-flooding attacks and are smaller than the FIBs used to list IP address ranges in the Internet. We show that no forwarding loops can occur with CCN-RAMP, and that Interests flow over the same routes that NDN and CCNx would maintain using large FIBs. The results of simulation experiments comparing NDN with CCN-RAMP based on ndnSIM show that CCN-RAMP requires forwarding state that is orders of magnitude smaller than what NDN requires, and attains even better performance

Insert Student Here: Why Content Area Constructions of Literacy Matter for Pre-service Teachers

This article explores content area pre-service teacher beliefs about disciplinary knowledge, perceptions of effective content area teaching, and existing beliefs about how to integrate literacy into the content areas. Ten pre-service teachers across ten secondary content areas were asked to describe three important variables in secondary teaching: 1) the knowledge of their content area, 2) characteristics of a successful content area teacher, and 3) literacy activities that would optimally convey disciplinary knowledge to students. Content area responses to the first two prompts yielded comparatively static, teacher-centered notions of knowledge and teaching. However, responses to the third prompt indicated at least partial resistance to transmission-style teaching and more student-centered pedagogies. The author asserts that content area literacy courses can be a contact zone in which pre-service teachers consider and reconsider how disciplinary epistemology maps onto effective content area literacy instruction