操作系统：内部与设计原理（第7版）

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"Operating Systems: Internals and Design Principles, 7/E" 是一本关于操作系统原理与设计的专业教材，适用于计算机科学、计算机工程和电气工程专业的一学期本科课程。作者William Stallings通过清晰全面的方式，阐述了现代操作系统的核心概念、结构和机制。操作系统是计算机系统的心脏，它们管理硬件资源，提供服务给用户和应用程序，以及确保系统的安全性和稳定性。本书旨在帮助学生深入理解操作系统的内部工作原理，从而具备设计和改进操作系统的能力。在内容上，"Internals"部分可能会涵盖以下主题： 1. **进程管理**：包括进程的概念、创建与撤销、进程调度、同步与通信，以及死锁问题的分析和解决方案。 2. **内存管理**：讨论虚拟内存的概念，页面和段的划分，页表和段表的使用，以及换页策略（如LRU、FIFO等）。 3. **文件系统**：涵盖了文件的组织、存储、检索，以及磁盘I/O管理和日志记录等。 4. **输入/输出（I/O）管理**：讲解中断处理、设备驱动程序、I/O缓冲区，以及直接存储器访问（DMA）技术。 5. **存储器层次结构**：介绍CPU缓存的工作原理，以及高速缓存的替换策略。 6. **网络和分布式操作系统**：讨论网络协议、套接字编程，以及分布式系统中的同步和通信问题。 7. **安全性与隐私**：涵盖访问控制、身份验证、加密技术和防火墙等概念。 8. **设计原则**：介绍模块化、抽象、层次结构和并发性等设计原则，以及性能优化方法。此外，"Design Principles"部分可能还会探讨操作系统设计时的权衡，如性能、可扩展性、可靠性和易用性之间的平衡。书中可能会通过案例研究或历史回顾来展示这些原则如何应用在实际操作系统中，例如Unix、Windows或Linux。此书的第七版可能还更新了最新的操作系统发展趋势，比如云计算、物联网(IoT)操作系统、移动设备的操作系统特性，以及新的安全威胁和对策。这本教材不仅适合教学，也是对操作系统感兴趣的个人进行深入学习的宝贵资源，它将帮助读者建立起坚实的操作系统理论基础，并理解操作系统设计背后的重要决策。

xiv PREFACE

Mac OS X, Windows, and several Linux file systems. B-trees are now cov-

ered in Chapter 12 .

• Student study aids: Each chapter now begins with a list of learning objec-

tives. In addition, a chapter-by-chapter set of review outlines highlights key

concepts that the student should concentrate on in each chapter.

• OS/161: OS/161 is an educational operating system that is becoming increas-

ingly recognized as the teaching platform of choice. This new edition provides

support for using OS/161 as an active learning component. See later in this

Preface for details.

• Sample syllabus: The text contains more material than can be conveniently covered

in one semester. Accordingly, instructors are provided with several sample syllabi

that guide the use of the text within limited time (e.g., 16 weeks or 12 weeks). These

samples are based on real-world experience by professors with the sixth edition.

With each new edition, it is a struggle to maintain a reasonable page count while

adding new material. In part, this objective is realized by eliminating obsolete material

and tightening the narrative. For this edition, chapters and appendices that are of less

general interest have been moved online, as individual PDF files. This has allowed an

expansion of material without the corresponding increase in size and price.

STUDENT RESOURCES

For this new edition, a tremendous amount of original supporting material has been

made available online, in the following categories

The Companion Web site and student resource material can be reached through

the Publisher’s Web site www.pearsonhighered.com/stallings or by clicking on

the button labeled “Book Info and More Instructor Resources” at the book’s

Companion Web site WilliamStallings.com/OS/OS7e.html. For this new edition, a

tremendous amount of original supporting material has been made available online,

in the following categories:

• Homework problems and solutions: To aid the student in understanding the

material, a separate set of homework problems with solutions are available.

These enable the students to test their understanding of the text.

• Programming projects: Two major programming projects, one to build a

shell (or command line interpreter) and one to build a process dispatcher, are

described.

• Key papers: Several dozen papers from the professional literature, many hard

to find, are provided for further reading.

• Supporting documents: A variety of other useful documents are referenced in

the text and provided online.

Premium Web Content

Purchasing this textbook new grants the reader 6 months of access to this online

material. See the access card in the front of this book for details.

PREFACE xv

• Online chapters: To limit the size and cost of the book, four chapters of the

book are provided in PDF format. The chapters are listed in this book’s table

of contents.

• Online appendices: There are numerous interesting topics that support mate-

rial found in the text but whose inclusion is not warranted in the printed text.

A total of 13 appendices cover these topics for the interested student. The

appendices are listed in this book’s table of contents.

INSTRUCTOR SUPPORT MATERIALS

Support materials are available at the Instructor Resource Center (IRC)

for this textbook, which can be reached through the Publisher’s Web site

www.pearsonhighered.com/stallings or by clicking on the button labeled “Book

Info and More Instructor Resources” at this book’s Companion Web site

WilliamStallings.com/OS/OS7e.html. To gain access to the IRC, please contact

your local Pearson sales representative via pearsonhighered.com/educator/replo-

cator/requestSalesRep.page or call Pearson Faculty Services at 1-800-526-0485.

To support instructors, the following materials are provided:

• Solutions manual: Solutions to end-of-chapter Review Questions and

Problems.

• Projects manual: Suggested project assignments for all of the project categories

listed in the next section.

• PowerPoint slides: A set of slides covering all chapters, suitable for use in

lecturing.

• PDF files: Reproductions of all figures and tables from the book.

• Test bank: A chapter-by-chapter set of questions.

• Links to Web sites for other courses being taught using this book.

• An Internet mailing list has been set up so that instructors using this book can

exchange information, suggestions, and questions with each other and with

the author. As soon as typos or other errors are discovered, an errata list for

this book will be available at WilliamStallings.com. Sign-up information for

this Internet mailing list.

• Computer science student resource list: A list of helpful links for computer

science students and professionals is provided at ComputerScienceStudent.com,

which provides documents, information, and useful links for computer science

students and professionals.

• Programming projects: Two major programming projects, one to build a

shell (or command line interpreter) and one to build a process dispatcher,

are described in the online portion of this textbook. The IRC provides fur-

ther information and step-by-step exercises for developing the programs. As

an alternative, the instructor can assign a more extensive series of projects

that cover many of the principles in the book. The student is provided with

xvi PREFACE

detailed instructions for doing each of the projects. In addition, there is a set of

homework problems, which involve questions related to each project for the

student to answer.

Projects and Other Student Exercises

For many instructors, an important component of an OS course is a project or set

of projects by which the student gets hands-on experience to reinforce concepts

from the text. This book provides an unparalleled degree of support for including

a projects component in the course. In the online portion of the text, two major

programming projects are defined. In addition, the instructor support materials

available through Pearson not only include guidance on how to assign and structure

the various projects but also includes a set of user’s manuals for various project

types plus specific assignments, all written especially for this book. Instructors can

assign work in the following areas:

• OS/161 projects: Described below.

• Simulation projects: Described below.

• Programming projects: Described below.

• Research projects: A series of research assignments that instruct the student

to research a particular topic on the Internet and write a report.

• Reading/report assignments: A list of papers that can be assigned for reading

and writing a report, plus suggested assignment wording.

• Writing assignments: A list of writing assignments to facilitate learning the

material.

• Discussion topics: These topics can be used in a classroom, chat room, or mes-

sage board environment to explore certain areas in greater depth and to foster

student collaboration.

In addition, information is provided on a software package known as BACI that

serves as a framework for studying concurrency mechanisms.

This diverse set of projects and other student exercises enables the instructor to

use the book as one component in a rich and varied learning experience and to tailor a

course plan to meet the specific needs of the instructor and students. See Appendix B

in this book for details.

OS/161

New to this edition is support for an active learning component based on OS/161.

OS/161 is an educational operating system that is becoming increasingly recog-

nized as the preferred teaching platform for OS internals. It aims to strike a bal-

ance between giving students experience in working on a real operating system and

potentially overwhelming students with the complexity that exists in a fully fledged

operating system, such as Linux. Compared to most deployed operating systems,

OS/161 is quite small (approximately 20,000 lines of code and comments), and there-

fore it is much easier to develop an understanding of the entire code base.

PREFACE xvii

The IRC includes:

1. A packaged set of html files that the instructor can upload to a course server

for student access.

2. A getting-started manual to be handed out to students to help them begin

using OS/161.

3. A set of exercises using OS/161, to be handed out to students.

4. Model solutions to each exercise for the instructor’s use.

5. All of this will be cross-referenced with appropriate sections in the book, so

that the student can read the textbook material and then do the corresponding

OS/161 project.

Simulations for Students and Instructors

The IRC provides support for assigning projects based on a set of seven simulations

that cover key areas of OS design. The student can use a set of simulation packages

to analyze OS design features. The simulators are all written in Java and can be run

either locally as a Java application or online through a browser. The IRC includes

specific assignments to give to students, telling them specifically what they are to do

and what results are expected.

Animations for Students and Instructors

This edition also incorporates animations. Animations provide a powerful tool for

understanding the complex mechanisms of a modern OS. A total of 53 animations

are used to illustrate key functions and algorithms in OS design. The animations are

used for Chapters 3 , 5 , 6 , 7 , 8 , 9 , and 11 . For access to the animations, click on the

rotating globe at this book’s Web site at WilliamStallings.com/OS/OS7e.html.

ACKNOWLEDGMENTS

This new edition has benefited from review by a number of people, who gave gen-

erously of their time and expertise. These include Samir Chettri (The University of

Maryland, Baltimore County), Michael Rogers (Tennessee Technological University),

Glenn Booker (Drexel University), Jeongkyu Lee (University of Bridgeport), Sanjiv

Bhatia (University of Missouri, Baltimore County), Martin Barrett (East Tennessee

State University), Lubomir Ivanov (Iona College), Bina Ramamurthy (University at

Buffalo), Dean Kelley (Minnesota State University), Joel Weinstein (Northeastern

University), all of whom reviewed most or all of the book.

Thanks also to the people who provided detailed reviews of a one or

more chapters: John South (University of Dallas), Kevin Sanchez-Cherry (IT

Security Specilist), Adri Jovin (PG Scholar,Department of IT, Anna University

of Technology, Coimbatore), Thriveni Venkatesh (Professor Thriveni T K from

GcMAT, Bangalore, India), Fernando Lichtschein (Instituto de Tecnología

ORT Argentina), C. Annamala (Indian Institute of Technology Kharagpur),

xviii PREFACE

Abdul-Rahman Mahmood (Independent IT & security consultant & Creator of

AlphaPeeler crypto tool), and Abhilash V R (VVDN Technologies).

I would also like to thank Dave Probert, Architect in the Windows Core Kernel

& Architecture team at Microsoft, for the review of the material on Windows Vista

and for providing the comparisons of Linux and Vista; Tigran Aivazian, author of

the Linux Kernel Internals document, which is part of the Linux Documentation

Project, for the review of the material on Linux 2.6; Nick Garnett of eCosCentric,

for the review of the material on eCos; and Philip Levis, one of the developers of

TinyOS, for the review of the material on TinyOS.

Professor Andrew Peterson, Ioan Stefanovici, and OS instructors at the

University of Toronto prepared the OS/161 supplements for the IRC.

Adam Critchley (University of Texas at San Antonio) developed the simula-

tion exercises. Matt Sparks (University of Illinois at Urbana-Champaign) adapted a

set of programming problems for use with this textbook.

Lawrie Brown of the Australian Defence Force Academy produced the mate-

rial on buffer overflow attacks. Ching-Kuang Shene (Michigan Tech University)

provided the examples used in the section on race conditions and reviewed the

section. Tracy Camp and Keith Hellman, both at the Colorado School of Mines,

developed a new set of homework problems. In addition, Fernando Ariel Gont

contributed a number of homework problems; he also provided detailed reviews of

all of the chapters.

I would also like to thank Bill Bynum (College of William and Mary) and

Tracy Camp (Colorado School of Mines) for contributing Appendix O ; Steve

Taylor (Worcester Polytechnic Institute) for contributing the programming

projects and reading/report assignments in the instructor’s manual; and Professor

Tan N. Nguyen (George Mason University) for contributing the research projects

in the instruction manual. Ian G. Graham (Griffith University) contributed the

two programming projects in the textbook. Oskars Rieksts (Kutztown University)

generously allowed me to make use of his lecture notes, quizzes, and projects.

Finally, I would like to thank the many people responsible for the publica-

tion of the book, all of whom did their usual excellent job. This includes my editor

Tracy Dunkelberger, her assistants Carole Snyder, Melinda Hagerty, and Allison

Michael, and production manager Pat Brown. I also thank Shiny Rajesh and the

production staff at Integra for another excellent and rapid job. Thanks also to the

marketing and sales staffs at Pearson, without whose efforts this book would not

be in your hands.

With all this assistance, little remains for which I can take full credit. However,

I am proud to say that, with no help whatsoever, I selected all of the quotations.

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